o ,0' ^o v 






U 









"-<. %^' 






.^^ '-^ 







A- 







TOPICAL STUDIES iD QUESTIONS 



-IN 



HISTORY OF EDUCATION 



WITH BRIEF OUTLINES OF 



GENERAL HISTORY 



-liY 



MARY M. CONWAY 



Instructor of Training Class, Griffith Institute. Sprinuville, N. Y 




SYRACUSE, N. Y. 

.C. W. BARDEEX, PUBLISHER, 

1901 



•Copyright. 1901, hy C. \V. Uardeen 



THE LIBRARY OF 

CONGRESS, 
Two Cot-Its Received 

OCT. 10 1901 

COPVHIGHT ENTRY 

CLASS CZ-XXc No. 

COPY a / 



Vh^ 



^^ ' INTRODUCTORY 

In the professional training of teachers the history 
'of education nas a recognized v^lue. Aside from the 
fact that it is a direct reflection of the political and 
social or religious life of the people, its special value 
to the teacher is twofold: — (1) in the inspiration and 
professional enthusiasm resulting from a thorough 
study of the development of education from its tirst 
rude beginnings to the present time; and (2) in the les- 
sons which it teaches by disclosing the results of vari- 
ous systems and methods of education among different 
peoples and in different ages. 

But, incorrectly pursued, the study may fail entirely 
to produce these two results. The student or teacher 
who crams into his mind a mass of facts, names, and 
dates, simply for the sake of passing an examination, 
defeats entirely the purpose of those authorities who 
have made this study a professional requirement; such 
student has memorized a mass of information of less 
positive value as such than would be the names of all 
the post-offices in the State in which he lives. 

In her work as instructor of training classes in the 
State of Xew York, the author has often found it 
difficult to accomplish the best results in History of 
Education, This has been due partly to the vague 
knowledge or a2)preciation of the world's history pre- 
viously possessed by her pupils in general, and partly 

(iii) 



IV HISTOEY OF EDUCATION 

because no one text-book on History of Education 
fully covered the ground prescribed by the New York 
syllabus. 

The use of outline books, which sh'e found indispens- 
able in the teaching of political history, suggested to 
her the idea that such might be equally helpful in 
pedagogical history and led to the production , of this 
little manual. 

Among the advantages claimed for this work are: 

1. It divides the whole subject of History of Edu- 
cation into convenient, easily-remembered periods, and 
as far as possible endeavors to make important facts 
stand out prominently, around which others may be 
grouped. 

2. It sets forth the subject against a background of 
political history, the few essential facts of which are 
easily obtained from any brief text on the subject. 

3. It forces the pupils to connect the political, social, 
and educational history of nations and to discern the 
effects which each of these elements had on the others. 

4. It presents the topics in logical relation, thus 
preserving their continuity and relative importance, 
no matter what works of reference may be used. 

5. Pupils are encouraged not alone to study the in- 
dividual characters and work of a host of educational 
leaders but to grasp erMre epochs, noticing the trend of 
ideas and the advancement in each, and grouping the 
important names in that period around some leader 
of educational thought. 

6. It enables the teacher to assign very easily a 
definite amount of matter, not pages, to be prepared,, 
and to direct the supplementary reading of the class. 



INTRODUCTORY V 

7. The questions for review, pronunciation of words, 
tables, etc., will, it is hoped, facilitate the work of 
the class. 

8. In short, the book aims to present the subject so 
as to secure the manifold advantages of the topical 
method of study or recitation — a method which is most 
highly endorsed by all educators. 

Albany, X. Y., July, 1901. 



Note — It will be necessary for each pupil to be pro- 
vided with a good text-book on History of Education, 
and to have access to several others and to as many of 
the works mentioned under " suggested reading " as 
may be practicable. Sonnenschein's " Cyclopaedia of 
Education " will prove valuable for reference. Each 
pupil should also have access to some brief work on 
General History. 



CONTENTS 

PAGE' 

Epochs in Educational history - - - 9' 

I. Oriental - - - - - - - 11 

China ------- H 

Egypt, India - - - - - - 12 

Persia - - - - - - - 13 

Jewish or Hebrew - - - - - 14 

II. Classical - - - - - - 17 

Greece - - - - - - - 17 

Rome ------- 24 

III. Medieval ------- 28 

Earhest Christian period - - - 28 

Charlemagne ------ 30 

Feudahsm - - - - - - 31 

Universities and scholasticism - - - 32' 

IV, Modern ------- 37 

Renaissance ------ 37 

Tabulated list of Humanists - - 41 

Study of humanistic educators - 42 

The Innovators - - - - - 47 

Tabulated list of Innovators - - 49 

Study of the Innovators - - - 50 

Revolutionary Ideas - - - - 55 

Tabulated list of 18th century educators 58 

Nineteenth Century period - - - 61 

Tabulated list of 19th century educators 63 

Education in the United States - - 69 

Education in the State of New York - 72 

(vii) 



EPOCHS IN EDUCATIONAL HISTORY 



I. Oriental : Egypt, China, India, Persia, the 

Israelites. 
From the dawn of history to the beginning of the 
Christian era, or, in some instances, to the present 
time. 

II. Classical: Greece and Rome, 1100 B. C. to 476 

A. D. 

III. Medieval. 

1. Earliest Christian period. 

1st century A. D. to 800 A. D. 

2. Period of Charlemagne's influence. 
800 A. D. to 900 A. D. 

3. Period of the supremacy of Feudalism. 
900 A. D. 1200 A. D. 

4. Period of the universities and scholasticism. 
1200 A. D. to 1500 A. D. 

IV. Modern. 

1. Period of the humanistic reformers or the 

Renaissance — 1500 to 1600. 

2. Period of the Innovators or the reaction — 1600 

to 1700. 

3. Period of revolutionary ideas— 1700-1800. 

4. Nineteenth century period — 1800-1900. 
[Note. — It is possible to criticise the above divisions 

of the subject, but its leading purpose is to enable 

(9) 



10 THE FOUR EPOCHS 

students to notice great changes and developments and 
to localize them as far as possible by centuries. If 
classical Roman and early Christian periods overlap, it 
is true also that these two systems were, during several 
centuries, contemporary. It will be well to observe 
that scholasticism and the universities began earlier, 
and that feudalism lasted later than 1200. It is clearly 
impossible to make any sharp dividing line between 
great historical periods, and particularly between 
periods in the development of thought.] 



FIRST 
Oriektal Education 



EPOCH 

FROM THE DAWN OF HlSTORY 




TO THE Present Time 
China 

1. Historical background 

1. antiquity of China 

2. Confucius (Con-fii'- 

she-us) 

1. his writings and 

influence 

2. the C h i n es e 

" classics " 

2. Social characteristics 

of the Chinese 

1. political policy 

2. Moral and^religious 

ideas 

3. Education 

1. importance in China 

2. aim 

3. early development 

4. present status 

1. discipline and management of schools 

2. subjects of study 

3. female education 

5. merits and defects of Chinese education 

6. relation of Chinese education to the develop- 

ment of the people. 
(11) 



Confucius, 550-489, B. C. 



12 ORIENTAL EDUCATION 

Egypt 

1. Historical background 

1. ancient Egyptian kings ' 

2. decline of Egypt 

3. final conquest by Greeks and Romans 

2. Egyptian civilization and religion 
1. castes 

1. priests, soldiers, common people 
' 2. religion 
3. arts and literature 

1. Egyptian progress in arts and manufactures 

2. forms of writing 

3. knowledge of astronomy, geometry, arith- 

metic, and medicine 

3. Education 

1. aim 

2. correspondence to caste 

3. subjects of study 

4. merits and defects; Egypt's contribution to 

the world's civilization 

5. relation of education to the development of 

the people. 

India 

1. Historical background 

1. origin of the Hindus; their kinship to Europeans 

2. origin of Hindu castes 

3. Brahmanism and Buddhism 

4. conquest of the Hindus by other peoples 

2. Civilization, etc. 

1. castes in India; their character and infiuence 

2. Hindu forms of w?)rship 



EGYPT; INDIA; PERSIA 13 

3. ethical ideas of the Hindus 
3. Education 

1. aim 

2. influence of castes 

3. specific education of each caste 

4. schools 

1. organization and discipline 

2. privileges of teachers 

3. subjects of study 

5. merits and defects; India's contributions to 

the world's civilization 

6. influence on the present status of the people. 

Persia 

1. Historical background 

1. rise of Persia 

2. Persia as a world power 

3. downfall of Persia: causes 

2. Civilization, etc. 

1. Persian forms of government 

2. religion 

3. literature; the Zend Avesta 

3. Education 

1. aim 

2. influence of religion on education 

3. schools 

1. organization 

2. the Magi as teachers 

3. subjects of study 

4. discipline and moral instruction 

4. merits and defects; contribution to the world's 

civilization 



14 ORIEI^TAL EDUCATION 

5. influence of Persian education on the develop- 
ment of the people. 
Jewish, or Hebrew Education 

1. Historical background 

1. patriarchal age 

2. the judges 

3. the Hebrew kings 

4. division of the kingdom 

5. conquests by Greeks and Romans; by the Turks 

2. Civilization, etc. 

1. home life of the people 

2. religion of the Jews 

3. their sacred writings 

3. Education 

1. aim 

2. influence of family life and religion 

3. earlier Jewish education 

1. extent and aim 

2. subjects of study 

3. instructors 

4. later Jewish education 

1. establishment of schools 

2. courses of study 

3. teachers 

4. the "Talmud" 

5. merits and defects of Jewish education; their 

contributions to the world's civilization 
G. effects of Jewish education on the develop- 
ment of the people. 

Questions for review and research 

1. Compare the ideals of life in the different Oriental 
nations; which had the highest ideal ? 



REVIEW AND RESEARCH 



15 



2. Xame six subjects of study for which we are in- 
debted to these nations. 

3. Which of these nations, in your opinion, has had 
the most lasting influence on the civilization of the 
world ? 

4. Was physical training a feature of education in 
any Oriental nation ? Give reason for this. 

5. Which form of education may be called ancestral? 
state f theocratic ? priestly f caste f 

6. Among what peoples of the East were women 
educated to some degree ? Xote the extent of their 
education in each instance. 

7. Which nation of these may be said to have 
devoted most attention to the cultivation of memory • 
of reason ? 

8. Describe Chinese competitive examinations. 

9. Give an account of Brahmanism and Buddhism 
and show their influence on the people of India. 

10. Mention four points of excellence in Jewish 
education as outlined in the Talmud. 

11. Which of the Oriental peoples was strongest in 
moral training ? 

12. Who was Zoroaster 
(Zor-o-as'-ter) ? 

13. What nation origi- 
nated geometry ? 

14. Describe the educa- 
tion of the lowest caste 
Egyptians. 

15. Contrast the caste 
system of India with that 
of Egypt. 

16. Decribe fully the Zoroaster, lOOOr -y,.c 




16 ORIEN^TAL EDUCATION 

school training of a Chinese boy. How were Chinese 
schools supported ? How were girls taught ? 

IT. " Education in the East was limited to privileged 
classes, administered by the hieratic class; was in the 
main ethical, religious and prudential ; and was admin- 
istered so as to perpetuate class disinctions." — Com- 
payrL Prove by illustrations from the educational his- 
tory of each of the Oriental nations that the above 
facts were mainly true. 

18. In what nation did the state itself greatly en- 
courage education ? 

19. What people first made education compulsory 
and universal ? 

20. Show how, in the East, the general purpose of 
education was guidance rather than discipline or cul- 
ture. What is the result of such instruction ? 

21. Account for the present conservatism of the 
Chinese. 

22. What people cultivated a contemplative spirit ? 
How did their education foster this ? 

23. Which Asiatic schools were supported in part 
by state aid ? 

24. Which nation encouraged the study of music ? 

25. Name eight characteristics of Asiatic education. 
Suggested reading 

Ten Great Religions. — Clarke. 
The Jews under Roman Rule. — Morrison. 
Historical Survey of Pre-Christian Education. — 
Laurie. 



SECOND EPOCH 

Classic A.L: Greece and Eome, from their Earl- 
iest Begin^kings to the Downfall of the 
Western Roman Empjre, 476 A. D. 

Greece 

1. Geography 

1. location, surface, political divisions, chief cities 

2. Historical background 

1. legendary period 

2. rise of Sparta and of Athens 

3. Graeco-Persian wars; results 

4. supremacy of Athens , 

5. Peloponnesian war 

6. supremacy of Sparta 

7. decline and fall of Greece 

3. Civilization, etc. 

1. Greek independence of spirit 

2. development of democratic forms of government 

3. patriotism of the Greeks 

4. religion 

5. games: elfect on the people 

6. slavery. 

7. progress in architecture, sculpture, literature, 

philosophy 

8. great Grecians: Homer, Solon, Lycurgus, 

Pericles, Socrates, Plato, Aristotle, Xeno- 
phon, Alexander the Great 

9. Athens 

1. culture and refinement of the Athenians. 

2. achievements in art and literature 

3. their love for the beautiful 

(17) 



18 



GKEECE 



10. Sparta 

1. three classes of citizens 

2. martial life of the people 

3. harsh, soulless training of her citizens 
4. Education at Athens 

1. aim (education of the whohi man) 

2. influences which affected education (slavery, 

form of government, temperament of the 
people, artistic and aesthetic ideals, etc.) 

3. classes excluded from education (slaves and 

women) 

4. Athenian schools 

1. kinds 

a. elementary: reading, sj)elling, writing, 
arithmetic 

h. advanced: grammar, poetry, music, rhet- 
oric, mathematics, philosophy, elocu- 
tion, etc. 

c. gymnasia: supported by the state 

2. Athenian school organization and methods 

of instruction 

3. State supervision 

5. great Athenian educators 
1. S5c'rates (B. C, 

470-399) 
a. sketch of his life 
6. teachings 

c. methods of in- 

struction: the 
Socratic irony 
and maieutics 

d. his contribution 

to education socrates, 470-399 k. c. 

(the development method) 




SOCRATES; PLATO; ARISTOTLE 



19 




2. Plato (B.C., 429- 
347) 
a. sketch of life 
h. connection with 
Socrates 

c. work as a teach- 

er: the Acad- 
emy 

d. as a writer. 
a. the " Repub- 

|-J2 ')'> Plato, 429-347 B. C. 

A description of the ideal state and 
proper education therefor. 
h. the " Laws" 

A description of the Athenian schools of 
his time 
e. pedagogy of Plato; its merits and defects 
:3. Aristotle (Ar'-is- 
tot'l B. C.,384- 
322) / 

a. sketch of his / W 
life [ ^ 

b. connection with i 
Plato 

c. work as teacher; 
the Lyceum 

■d. as a writer 

a. On education 

(lost) 

b. politics 

c. many works on logic, ethics, rhetoric, 

natural science, etc. 




20 GREECE 

e. as a scholar 

Vast knowledge, researches in science, 
development of logic, etc. 

(It is pretty definitely settled among 
men competent to form a judgment, 
that Aristotle was the best educated 
man that ever walked on the surface 
of the earth. — Davidson.) 

f. pedagogy of Aristotle 

a. end of education (useful and contented 

citizens) 

b. subjects recommended 

c. natural methods of instruction 

d. education of women 

e. merits and defects; influence on the 

world 

g. greatness of Aristotle, "the intellectual 

Alexander" 

4. Xenophon (Zen'-o-fon, B. C, 445-355) 
a. sketch of life 

h. connection with Socrates 

c. works on education 

a. Cyropo'dia — on ideal education 

b. Economics — on education of women 

d. criticism of Xenophon's pedagogy 

5. Euclid 

6. criticism of Athenian education 

7. effects on the people of Athens 

8. contributions of Athens to the world's civil- 

ization 



XEXOPHOX; EUCLID; LYCURGUS 



21 



0. Education at Sparta 

1. Aim (to train citizens as soldiers) 

2. influences affecting education (necessity of a 

nation of warriors, warlike nature of the 
Dorians, etc.) 

3. rigid early training of youths 

1. in gymnastics and music 

2. in self-denial 

3. limited intellectual culture 

4. moral training 

5. female education 

6. control by state 

4. merits and defects of Spartan education 

5. results of this training on the Spartan people 

6. Spartan educators 

1. Lycurgus (Ly-cur'-gus, ninth century, 

B. C.) 
a. laws laid down for Spartans 

2. Pythagoras (Py-th^g'-o-ras, 582-500 B.C.) 

a. sketch of life 

b. his school at 

Crotona 

c. met h"o d s of 

teaching 

d. subjects 

e. leading char- 

acteristics of 
his pedagogy 
6. Later Greek educa- f 
tion in the East 
1. Alexandrian university 




.ise-500 H. C. 



22 



GREECE 



7. 



9. 



2. work of Ptolemy, 
Euclid, Strabo, 
Aristophanes 

Criticism of Greek 
education 

Advancement over 
Asiatic education 

What the modern 
world owes t o 
Greece 




ErcLiD 



B. C. 



Questions for review and research 

1. Who were the Sophists ? 

2. How were Athenian teachers paid ? {Ans. — By 
fees.) 

3. Show in how many ways the aim of Athenian 
education is shown to have been the beautiful. 

4. What were the Olympian games ? 

5. Compare the first seven years of the Athenian 
child's life with those of the Spartan child; contrast 
their later education. 

6. Describe an Athenian school; what was the 
Lyceum ? the Academy ? the Gymnasium V 

7. How has Socrates influenced our modern methods 
of instruction ? May all subjects be taught by So- 
cratic questioning ? 

8. Name some branches in a modern school not pur- 
sued by pupils of ancient Athens. 

9. Compare female education at Sparta with that at 
Athens. 

10. Contrast Greek with Asiatic education as to 
aim, scope, results. 



REVIEW AND RESEARCH 23 

11. Xame four noted Greek teachers and charac- 
terize the work of each. About how long before the 
Christian era did they live ? 

12. Describe the two chief writings of Plato and 
contrast them. 

13. What educator used harmony as the basis of his 
instruction ? 

14. What distinguished pupil did each of the fol- 
lowing instruct: Socrates ? Plato ? Aristotle V 

15. Mention four respects in which Greek education 
excelled. 

16. AVhat Greek educator approached most nearly 
to the Asiatic ideal of class instruction ? 

17. Who was the most learned Grecian ? 

18. Describe the Alexandrian library and university, 

19. Account for the fame of Socrates. 

20. Give leading features in the pedagogy of Plato 
and of Aristotle and compare the work of these two 
philosophers. 

21. Xame four educational works by Greek writers 
and give name of author and character of each work 
mentioned. 

22. What educator originated the first systematized 
plan of education ? 

23. Xame four defects of Spartan education. 

24. What Grecian made an important contribution 
to geometry ? 

25. What was an Athenian pedagogue f 
Suggested Reading 

Education of the Greek People. — Davidson. 
Old Greek Education. — Mahaffy. 
Aristotle and Ancient Educational Ideas. — David- 
son. 
\ 



24 ROME 

Plato's Republic. — Jowett. 
Plutarch's " Lives". 
Homer's Iliad — Translation. 
Plato's Laws. — Jowett. 
Aristotle's Politics. — Jowett. 
Elementary Greek Education. — Lane. 

Rome 

1. Geography of Italy: location, surface, cities 

2. Historical background 

1. legendary period 

2. rise of the city of Rome 

3. struggles between the patricians and the plebians 

4. conquests of neighboring territory 

5. conquests in Africa, Greece, and Asia 

6. supremacy of the Roman republic 

7. Rome becomes an empire 

1. her greatness under the emperors. 

2. invasions by barbarians from the North. 

8. decline and fall of Rome 

3. Civilization, etc. 

1. Roman religion 

2. Romans as warriors and law givers 

3. Literature, art, philosophy, etc. 

1. poverty in these at first 

2. influence of Greece on Rome 

4. importance of oratory in the Roman republic 

4. Great Romans 

Caesar, Cicero, Augustus, Constantine, Seneca 

5. Education at Rome 
1. In early times 

1. aim (utility) 

2. confined to the home 



CICERO 



•^0 



3. subjects (reading, writing, arithmetic, law) 

4. military drill 

5. education of women 

6. results: "virtuous, stern, practical, robust, 

men; attractive, virtuous, strong, women " 
2. In later times (modified by Greek influence) 

1. aim: polished orators and forensic pleaders 

2. classes educated 

3. schools 

a. classes 

a. primary: 7 to' 12 years; under liter ato i . 

Xote curriculum, methods, etc. 

b. secondary: 12 to 16 years; under litera- 

tus; subjects 

c. higher (definite preparation for his life 

work through practical contact with 
the forum, the Senate, the farm, or 
the military camp) 

b. conduct of Koman schools; how supported 
3. Roman educators 

1. Cicero (Cig'-e-ro, 
B. C, 106-43) 
'a. life 

b. distinction a s 
statesman a n d 
orator 

c. as an educator 



a. 



discussion of 
education in 
his Avritings 
Cicero's ped- 
agogy 




nn\-4:'> n. i 



26 



ROME 




/ 



li.. 



Senlca, -.1 B. (";.-»« A. D. 



'9 A. D.) 



2. Seneca (B. C. 3 to A. D. 65) 

a. life 

b. Seneca as philos- /' 

opher, educa- / 
tor, and writer 

c. his pedagogy 

3. Varro 
((,. as a writer of 

educational 
works on vari- 
ous subjects 

4. Pliny the elder (27- 

a. as a naturalist 

b. author of Noiural History 

5. Quintilian (35-95, A. D.) 

a. life 

b. work as teacher 

c. work as writer 

Institutes of Oratory 

d. pedagogy of Quintilian; criticism 

4. Criticisms on Eoman education 

5. Influence on the people of Rome 

6. What the modern world ov/es to Roman civiliza- 

tion 
Questions for review and research 

1. Give a full description of one work on pedagogy 
produced by a Roman. ■ 

2. Compare the number of educational writers in 
Rome with the number in Greece; account for the 
difference. 

3. What was the chief aim in Roman education ? 



sexeca; yarro; pliny; quiktilian 27 

Prove this by reference to earlier and later periods in 
Roman history. 

4. Xame three ways in which Roman education was 
modified by that of Greece. 

5. Compare the education of Grecian women with 
that of Roman women. 

6. Who was a literatusf a liter atorf 

7. What was the Augustan Age ? Why is this a 
noted epoch in Roman history ? 

8. Make a careful comparison of early and later 
Roman education and describe the effect of each on. 
the people. 

9. Did the Roman emperors in general favor educa- 
tion ? Cite proofs. 

10. Who was the most eminent Roman philosopher ? 

11. Who was Plutarch ? Why is he noted ? 

12. AVhat period of Roman education may be com- 
pared to Spartan ? What period to Athenian.:' Ex- 
plain. 

13. Compare the training of a Roman boy of the 
Augustan Age with that of a modern American boy. 

14. Give author and a brief account of each of the 
following books by Roman writers: Parallel Lives; 
Letters to Lucilius; Meditations; Institutes of Ora- 
tory; Of the Training of Children. 

15. The Romans were the law- givers of the world. 
Show how, from earliest times, Roman education 
tended to produce this result. 

Suggested Reading 

Life of Cicero. — Forsyth. 

Education of Children at Rome. — Clarke. 



THIRD EPOCH 

JMedieval 

/. Earliest Christian Period, 1st century A. D. to 800 
A. D. 

1. Historical background 

1. decline of the Eoman Empire 
- 2. invasions of the barbarians: Goths, German 
tribes, Huns and Vandals 

3. fall of the Western Roman Empire, A. D., 476 

4. rise of Teutonic kingdoms among the Goths, 

Burgundians, Franks, Lombards and Anglo- 
Saxons 

5. conversion of these tribes to Christianity 

6. rise of Romance nations: Italy, Spain, France 

7. rise of Mohammedanism (7th -century, A. D.) 

1. Mohammed (or Mahomet) 

2. extension of Saracenic doctrines 

3. conquest of Syria, Persia, Africa, and Spain 

4. battle of Tours (toor); importance 

5. characteristics of Mohammedanism 

2. Social and religious life of the period 

1. growth of Christian ideas 

1. brotherhood of man and Fatherhood of God 

2. respect toward woman 

3. importance of the individual 

4. necessity of a pure life 

2. backward state of civilization; reasons 

(38) 



CHRISTIAN SCHOOLS 20 

3. the spirit of asceticism 
1. rise of monasteries 

3. Christ, the Founder of Christianity 

1. His great work on earth 

2. Christ as a Teacher 

1. Ills teachings 

2. His methods of teaching 

4. Education of the period 

1. aim (to prepare for a future life) 
■ 2. influences which affected education (new re- 
ligion, opposition of the Pagan world to 
Christianity, lack of books, barbarous con- 
dition of European tribes) 

3. Christian schools - 

1. catechetical schools 

a. purpose, subjects, etc. 
6. the school at Alexandria 

2. monastic schools 

a. purposes; subjects; methods of conduct- 
ing; benefits 

3. church or parochial schools 

4. Christian educators 

1. St. Jerome: life, writings, pedagogy 

2. Chrvsostom (347-407) 

3. Basil the Great (329-379) 

4. Tertullian (150-230) 

0. St. Augustine: life, writings, pedagogy 

(354-430) 

5. ancient Irish schools 

1. description 

2. their importance 



30 



MEDIEVAL PERIOD 



liter the Battle 



6.- summary of the work of education during the 
first eight centuries of the Christian era 

11. Period of the influence of Charlemagne (800-000). 

1. Historical 

1. the supremacy of the Franks i 

of Tours 

1. Pepin as King of the Franks 

2. Charlemagne, suc- 

cessor of Pepin 

a. his conquests in 

Italy, among 

the Germans, 

etc. 

h. Eoman Empire 

in the West is 

restored, with 

Charlemagne as Charlemagne. 74>-814 

Emperor; extent of this Empire 
€. death of Charlemagne; estimate of his 

work and his character 
d. division of Charlemagne's Empire ; France, 

Germany, Italy 

2. Conquest of England by the Danes 

3. The Danes conquered by Alfred the Great. 

2. Educational 

1. work of Charlemagne for education 

1. founds schools, etc. 

2. favors increased education of the clergy and 

secular instruction in monasteries 

3. realizes the value of a national system of 

education 




FEUDALISM 31 

4. becomes himself a student 

5. Alcnin invited from England 

a. founds Imperial school 

b. his methods of instruction 

c. importance of the work of Alcuin 
2. work of Alfred the Great of England 

1. urges universal education among higher 

classes 

2. founds schools; possibly the foundations of 

Oxford university 

3. molds the institutions, manners and customs 

of the English people. 

///. Period of the supremacy of Feudalism (900-1200) 

1. Historical background, etc. 

1. geography of Europe at this time 

2. lack of strong centralization of power 

3. rise of Feudalism 

1. definition of term 

2. feudal estates and castles 

3. chivalry and knighthood 

4. decline of Feudalism 

1. its merits and defects 

2. causes of its decline 

5. Norman conquest of England 

6. the Crusades 

2. Education 

1. general character 

1. based on authority 

2. controlled by church, etc. ; no state schools 

2. influences which affected 
1. the Christian church 



32 MEDIEVAL PEKiOU 

2. Feudalism 

3. the Crusades 
3. schools 

1. church (monastic, cathedral, cloistral) 

a. the " seven liberal arts " 
a. the trivium 

,6. the quadrivium 

b. methods; text-books, etc. 

c. merits and defects 

2. Feudal or knightly education 
a. schools (the castles) 

h. studies (horsemanship, hunting, etiquette, 
chess, poetry, etc.) 

c. three periods of a knight's education 

d. education of women. 

e. merits and defects of feudal education 

3. Burgher schools 

4. Mohammedan (Moslem or Saracenic) education 

a. extent 

b. schools 

a. location 

b. subjects 

c. kinds 

a. elementary 

b. universities 

their excellence 

c. influence of Mohammedan education on 

Medieval Europe and on the world. 

IV. Period of tfie Universities and Scholasticism ( 1 200- 1 500) 

1. Historical background 
2. decline of Feudalism 



ST. THOMAS AQUINAS 



33 



2. growth and iaiportance of Italian and Ger- 

man cities 

3. the Crusades and their influence 

4. rise of modern languages 
Educational 

1. beginnings of the Universities 

1. description ot a medieval university 

2. facidties, management, etc. 

3. methods of instruction 

4. location of chief medieval universities 

5. privileges granted them 

6. courses of study 

2. Scholasticism 

1. definition of the term 

2 the syllogism 

3. merits and defects 

3. the " Schoolmen " 

1. Abelard (10 7 9- 

1142), his work, 
etc. 

2. Thomas Aquinas 

(1225-1274) 

3. Albertus Magnus 

(1193-1280) 

4. Duns S c t u s 

(1265-1308) 

4. criticism of the 

education of the 
period 
Questions for review and research 
Discuss the effects of early Christianity on edu- 




St. Thomas Aquinas, 1225-1274 



cation. 



34 MEDIEVAL PEHIOI) 

2. Describe the relation between church and school 
during the Middle Ages; account for this. 

3. Describe the medieval University; compare with 
a modern universitj". 

4. Define scholasticism; who were the Schoolmen? 
Name three of them. 

5. Xame the " liberal arts ", classifying them in the 
usual manner. 

6. Kame and describe three well-known monastic 
orders of the Middle Ages. 

7. Xame three distinct services of the monastic 
orders to education. 

8. Name five prominent leaders in educational work 
during the Middle Ages and characterize the work 
of each. 

9. Name two noted books produced by writers of 
the Middle Ages. 

10. When does the historical " Middle Age " close, 
according to text- books on general history ? 

11. Give an account of the earliest schools of Ire- 
land ; compare them with the contemporary schools of 
continental Europe and England. 

12. Describe the manner of teaching Latin during 
medieval times. 

13. What is meant by neo-Platonism ? 

14. What was the first form of Christian schools V 
What new ideas did they introduce ? 

15. Contrast the Christian with the Pagan schools 
of Rome. 

16. Why was Latin so long the language of the 
schools of Europe ? 



REVIEW AND RESEARCH 35 

17. Why did the early Christian educators abandon 
the pagan classics ? Was this justifiable ? 

18. What two early Christian doctors were most 
strongly opposed to pagan literature ? Name two 
who favored it. 

19. Describe two of the writings of St. Augustine. 

20. Describe the medieval course of study; the 
medieval school and text-books. 

21. Estimate the importance of the work of Charle- 
magne and Alcuin. Why is the age of Charlemagne 
sometimes called a renascence f 

22. To what extent were Avomen of medieval times 
educated ? Give instances. 

23. What was the effect of the Mohammedan 
movement ? 

24. Compare Moslem with Christian education dur- 
ing the Middle Ages. What is the present status of 
Moslem education :' 

25. What is the Koran V 

26. Show the extent of the Mohammedan empire 
at the time of the Battle of Tours; what countries 
at present profess the Mohammedan faith ? 

27. W^hat was the leading form of secular education 
during the Middle Ages ? Compare it with that under 
the control of the church. 

28. Was the Eenascence inaugurated by Charle- 
magne permanent ? 

29. What was the purpose of catechetical schools ? 
Where was the most important one of these located ? 

30. Name four respects in which Christ's methods 
of teaching illustrate the best principles of pedagogy. 

31. Define/) kdectics. 



36 MEDIEVAL PEEIOU 

32. Give three reasons why the early Christians were 
backward in intellectnal development. 

33. Who were the " Brethern of the Common Life "? 

34. Name two famous centers of Mohammedan 
learning. 

35. Xame two noted medieval Christian universities. 

36. Xame some subjects originated by the Arabs. 

37. Describe knightly or feudal education and state 
its purpose. 

38. State and explain the effects of the Crusades on 
education. 

39. What good influence did the " Schoolmen " 
exert ? 



" The great work of the Middle ages was to Chris- 
tianize Europe. " — SIio/ip. 



Suggested Reading 

Rise and Early Constitution of Universities. 

— Laurie. 
History of Civilization. — Guhot. 
Essays Educational. — Bro. Azarias. 
The Crusades. — Michand. 
Quintilian. — Translation hy Watson. 
Cyclopaedia of Education. — Sonnenschein. 
Alcmn and the Rise of the Christian Schools. — 

West. 
Abelard and the Origin and Early History of 

Universities. — Coinpayre. 
Legends of Charlemagne. — Bidjinch. 



FOURTH EPOCH 



MODERN 

/. Period of the humanistic reforniers or the Renaissance 
(1500-1600). 
Representative educators, — Erasmus, Sturm, the 

Jesuits. 
1. Historical background 

1. growth of modern nations 
1. England 

a. the Magna Charta granted 

b. rise of the House oi Commons 

c. the Hundred Years' War 

a. chief events 

b. results 

d. ihe Wars of the Roses 
a. results 

e. growth of the English language and lit- 

erature 




^^^.' , ^ 




Geoffuey Chai (ek. 1?.4U-140() 



.)(>nx WYfi.iFFK, 18'20 i:^84 



(37) 



38 THE RENAISSANCE 

a. Chaucer and Wycliife 
'/c. France 

a. the French and the Crnsades 
6. the States-genera] 

c. effects of the Hundred Years' War 

d. important reigns of Louis XI and Charles 

VIII 

e. beginnings of French literature 
a. Troubadours and Trouveurs 

3 Germany 

a. attempts of Otto the Great to renew the 

Roman Empire 
h. foreign conquests 
v. Germany brol^en into petty states 

d. formation of the Swiss Republic 

e. Austria gains the imperial crown 
/. German literature 

Niebulungen Lied and the Minnesingers 
4. Italy 

a. lack of nationality 

h. importance and splendor of cities: Venice^ 

Genoa, Florence 
c. revival of classical learning 

2. The discovery of America (1492) 

3. Other noted voyages and discoveries 

4. The Protestant Reformation 
5.. The ascendancy of Spain 

1. Charles V 

2. Philip II 

3. the expulsion of the Moors 



THE RENAISSANCE 39 

0. The Engish Eeformation 

1. Henry VIII, Mary Tudor and Elizabeth 
2. Educational 

1. the Renaissance 

1. causes 

a. resemblance of Italy to ancient Greece, — 

a number of wealthy independent cities. 
(Here the Renaissance began) 

b. dispersion of Greek scholars through the 

fall of Constantinople 

c. recovery and study of the Greek and Latin 

classics 

d. influence of the Saracenic schools 

e. the Crusades 

/. rise of modern European nations 
g. rise of national languages and literatures 
■ h. invention of the art of printing 
L beginning of intercourse among nations 
j. geographical discoveries 
k. decline of Feudalism 
/. rise of great cities as centres of wealth 

and refinement 
m. complete Christianizing of Europe 

2. The beginning of the Renaissance in Italy 

a. Dante (1265) opens the way for Italian 

language and literature 

b. Petrarch and Bocaccio (14th century), 

students of Latin and Greek 

c. introduction of Greek teachers in the uni- 

versities 

d. great achievements in Art 



40 



THE RENAISSANCE 



3. The Renaissance in Nortliern Europe 
a. intellectual awakening of all Europe 
h. Elizj^bethan literature in England 

c. Greek and Latin classics find a foothold in 

England 

d. great revival of classical learning in Ger- 

many 

4. Character of the Renaissance 

a. revived study of classical languages and 

literature 
h. ancient authors given to the world 

c. pedagogical methods considered and defi- 

nite preparation of teachers encouraged 

d. extension of secondary education to all 

classes proposed 

e. efforts to produce better text- books 

/. appearance of a few live, progressive 
teachers 

5. Humanistic educators: Erasmus, Sturm, 




VivBS. 1492-1540 Agricola, ]443-14Hri 

Luther, Vives, the Jesuits, Ramus, Ra- 
belais, Melanchthon, Ascham, Agricola, 
Reuchlin, Troizendorf, Xeander 



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42 THE EENAISSAKCE 

Note. — For careful study only those names in large 
type are to be taken. 

Study of the humanistic educators 

Study each according to the following outline 

1. Sketch of his life 

2. Character of his educational work 

3. Theories or reforms with which he was identified 

4. His system of pedagogy 

5. His writings 

6. His influence 
Group the educators of 

the sixteenth century around 
Erasmus, the best repre- 
sentative of humanistic 
thought regarding proper 
subjects of study, and around 
Sturm, who best represents 
humanistic ideals of school 
organization and discipline. ekasmus. i467-if 

Questions for review and researcli 

1. Xame five causes and five results of the great 
Eenaissance. 

2. What is the meaning of the term " Eenaissance " ? 

3. Describe the state of education in Europe before 
the Renaissance. 

4. " The Renaissance was not merely progress along 
the old lines; it was a revolution." — Shoup. Prove 
this statement. 

5. Where did the Renaissance begin ? How did it 
manifest itself there ? 




REVIEW AND RESEARCH 



43 



(5. Name three leaders of the Xew Learning in Ger- 
many. 

7. Why did the study of Greek and Latin literature 
give so great an impulse to European thought V 

8. Did the lyractice of educational methods keep pace 
with the theory during the sixteenth century ? 

9. Give a sketch of the work of Erasmus, noting 
wherein he was representative of the highest phase of 
sixteenth century humanism. 

10. Xame some faults in medieval education, which 
the Renaissance educators sought to correct. 

11. Describe the effect of the revival of learning on 
the universities. 

12. Was female education advanced to any extent 
during the sixteenth century ? 

13. What are the " Humanities " ? 

14. What was the attitude of Erasmus toward female 
education ? 





Rabelais, 1495-1553 Luther, 1483-1546 

15. Describe the " Gargantua " of Rabelais. 

16. A'"ame three reforms in 
by Luther. 



education advocated 



44 



THE REKATSSANCE 



17. Who is called the Preceptor of Germany ? 
(Melanchthon.) 

18. Describe fully Me- 
lanchthon's system of school 
organization. 

19. What other school or- 
ganizer belongs to this peri- 
od ? How does his system 
of grading differ from that 
of Melanchthon ? 

20. Describe the work of 
Melanchthon as teacher and 

as writer melanchthon, 1533-ln92 

21. N'ame some distinguished pupils of Melanchthon. 

22. Describe the work of Sturm as teacher. 

23. Describe fully the course of study in Sturm's 
Strasburg " Gymnasium "; criticise it. 






Sturm, 1507-1589 Montaigne, 1533-1592 

24. What was Sturm's ideal of an educated man? 

25. Wherein did Montaigne differ radically from the 
other humanists in his theories of education ? 



EEVIEW AND RESEARCH 



45 




Loyola, 1491-1556 



26. Give a sketch of the 
life of Ignatius of Loyola. 

27. Give an account of the 
founding and growth of the 
Jesuit order. 

28. What was the " Sax- 
ony School Plan"? 

29. Give a description of 
the Jesuit course of study as 
outlined in the " Ratio Stu- 
dio rum ". 

30. Give a critical estimate of the work accom- 
plished by the Jesuit schools. 

31. Describe fully As- 
cham's special methods of 
instruction. 

32. Among what educa- 
tors was the professional 
training of teachers strongly 
advocated ? To what e x - 
tent were their teachers 
trained ? 

33. What educator most 
strongly advocated milder ascha^i, i515-i5H8 
discipline ? 

34. What sixteenth century educator called attention 
most emphatically to the natural sciences ? V 

35. Give the author and a brief description of each 
of the following works: Gargantua, On the Order of 
Studies, The Scholemaster, Ratio Studiorum, On the 
First Liberal Education of Children. 




46 THE RENAISSANCE 

Write an essay characterizing the educational work 
of the reformers, and showing the status of educa- 
tional thought at the end of the sixteenth century. 

Suggested Reading 

Essays on Educational Reformers. — Quick. 

The Scholemaster. — Ascham. 

Ascham and Arnold. — Carlisle. 

Loyola and the Educational system of the Jesuits. 

— Hughes. 
Rab el ais . — Besant. 
Essays Educational. — Bro. Azarias. 
Montaigne on the Education of Children 
Life of Erasmus. — Le Clerc. 



FOURTH EPOCH 




C()MEMi>. 1592-1671 



MODERN 

//. Period of the Innovators or the Reaction (1600-1700). 
Eepresentative educator, Comenius. 
1. Historical background 

1. rise of the Nether- 

lands 

1. wars with Spain 

2. treaty of 1609 

2. Catholics and Hu- 

guenots at war 
in France 

3. the Thirty Years' 

war 

1. causes 

2. leading events 

3. treaty of Westphalia (1648) 

4. effects of this war 

4. France under Louis XIV 

1. leading events of the period 

2. decline of France 

5. England 

1. reign of the Stuart kings 

2. civil war in England 

3. the Commonwealth (1649-1660) 

4. rise of Puritanism 

5. restoration of the Stuarts (1660) 

6. Revolution of 1688 

(47) 



48 THE INNOVATORS. 

7. reign of the Orange-Stuarts 

8. literature in England during this period 

G. intellectual activity in all European countries 
2. Education 

1. chief features of the reaction against Human- 

ism • 

1. rise of philosophic thought, indirectly al?ect- 

ing education (Descartes, Locke, Male- 
branche) 

2. attempts to introduce real improvements in 

the methods and discipline of the schools 

3. attempts to enrich the courses of study be- 

yond the limits of the classics 

4. conformity to Nature in the methods of in- 

struction (inductive method); a return 
to nature for the material for instruction 
o. a study of the vernacular becomes part of 
the new curriculum 

6. an effort to introduce real, i. e., practical, 

utilitarian, studies into the schools 

7. cultivation of the perceptive powers of the 

pupils 
[ 8. study of things^ rather than of ivords (sense- 

realism) 

9. Latin and Greek confined to higher schools 
10. physical education thought of 

2. The " Innovators ", leaders in the reaction 

against Humanism: Bacon, Milton, Co- 
menius, Locke, the Port Royalists, the Ora- 
torians, Fenelon, Ratke (or Ratich), La 
Salle and the Brothers of the Christian 
schools. 



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50 THE II^NOVATOKS 

Study of the Innovators 

Study each of the names in the table according to 
the following outline: 

1. Sketch of his life 

2. Character of his educational work 

3. Theories or reforms with which he was identified 

4. His system of pedagogy 

5. His writings 

6. His influence 

Questions for review and research 

1. Show how Montaigne and Rabelais anticipated 
the ideas of the Innovators. 

2. Name five reforms in education insisted upon by 
the Innovators. 

3. What are real studies ? 

4. Make a careful comparison of the education ad- 
vocated by the Reformers and that advocated by the 
Innovators, showing the difference between Humanism 
and Realism. 

5. To the cultivation of what mental power would 
the Innovators give special attention ? 

6. Name three errors of the Innovators in matters 
pertaining to education. 

T. Show why Ratich is sometimes called the first of 
the Innovators. 

8. Name some useful principles enunciated by 
Ratich. Why did he fail as a teacher ? 

9. Show how Bacon influenced Comenius: how 




REVIEW AN^D RESEARCH 

Raticli influenced Comenius. 

10. Give a sketch of the 
life and character of Come- 
nius. 

11. Describe Comenius's 
plans for school organiza- 
tion. What educators before 
his time presented similar 
plans ? 

12. Give an account of fkancis bacon. i56i-i626 
each of the writings of Comenius, showing its purpose 
and scope. 

13. State your idea of what is meant by inductive 
methods. 

14. Compare the pedagogy of the seventeenth cen- 
tury educators; note points of resemblance and of 
difference, and show wherein each represents the spirit 
of the Innovators. 

15. What educators inspired the great writings of 
Comenius V 

16. Show how each of the educators of this century 
was utilitarian in his views of education. 




Renb Descartes. If;96-16o0 John AIilton. 16U8-1719 



52 



THE INNOVATORS 



17. Give a brief account of Descartes and the Car- 
tesian philosophy. 

18. What was Milton's idea of a well-organized 
school ? 

19. Name three principal contributions to pedagogy 
made by the Port-Royalists. 

20. Describe Milton's plan of education and his 
chief suggestions as to proper methods of teaching. 

21. Show how Locke's life and environment colored 
the scheme of education set 
forth in his pedagogical writ- 
ings. 

22. What is Locke's idea 
of a complete education, and 
hovv would he secure this ? 

'>3. Mention three points 
of excellence and three 
faults in the schools of 

Port-Royal, .Iohn Locke, 1«32-17()4 

24. Who organized the first normal school ? (La 
Salle, 1G84). . 
" 25. Give an account of the 
work of the Fathers of the 
Oratory. 

26. Who is the first mod- 
ern educator to treat ex- 
haustively of the education 
of women ? What was the 
state of female education at 
this time? Describe this 
educator's scheme to ini- 
prove it. 





John Kattist De La Salli 
16ol-1719 



REVIEW AND RESEARCH 



53 




Feneloi<[, 1651-1715 



27. " Feiielon exemplifies the molding power of 
education." Describe fally 
how he does this. 

28. Give an account of the 
work of La Salle, especially 
in his efforts for the improve- 
ment of teachers. 

29. What schools first used 
phonetic spelling ? 

30. Xame four distinguish- 
ing points in Fenelon's 
pedagogy. 

31. Give the author and a brief description of each 
of the following: Telemachus, Thought-i Concerning Edu- 
cation, Novum Orgcinum, Dialogues of the Dead, On the 
Human Understanding, Tractate on Education, Gate oj 
Tongues Unlocked, On the Education of Girls, Magna 
Didactica, Orb is Pictus. 

32. Write an essay showing the advance in educa- 
tional thought between 1600 and 1700. 

33. Of the following branches of study — Languages, 
Mathematics, History, Science, and Literature — show 
the relative importance in schools at the close of the 
seventeenth century. 

Suggested Beading 

Essays on Educational Reformers. — Quick. 
John iVmos Comenius. — Laurie. 
Orbis Pictus of Comenius. — Bardeen. 
The Place of Comenius in the History of Educa- 
tion. — Battler. 



54 THE INNOVATORS 

The Text-books of Comenius. — Maxwell. 
Comenius and the Beginning of Educational 

Reform. — Monroe. 
Education of Girls. — Fenelon. 
Port- Royal Education. — Cadet. 
Locke's On Education (notes by R. H. Quick). 



FOURTH EPOCH 

MODERX 

///. Period of Revolationanj ideas (1700-1800) 
Representative educator, Rousseau. 
1. Historical background 

1. England 

1. Parliament gains the ascendency (Bill of 

Rights) 

2. reign of Queen Anne 

3. American and Irish Revolutions; results 

2. Prussia becomes supreme among German states 

1. the " Great Elector " and his successors 

2. War of the Austrian Succession and the 

Seven Years' War 

3. France 

1. the great French Revolution (1789-1799) 
a. the Bourbon kings and the nobles 
h. causes of the Revolution 

c. the National Assembly 

d. destruction of the Bastile 

e. flight of the king 

/. the Legislative Assembly— three divisions 
g. National Convention ; republic established ; 

execution of the king 
h. the Reign of Terror 
(55) 



.56 REVOLUTIONARY IDEAS 

/. the Director}^ 

j. Napoleon becomes consul of France, 1799 
4. results of these revolutions 

2. Social conditions in Europe 

1. great unrest of the people 

2. oppression of lower classes by the higher 

3. attempts of the common people to secure their 

rights 

4. attitude of the French revolutionists toward 

educational reform 

3. Education 

1. Chief features of education 

1. influenced greatly by the social and political 

conditions of the Age 

2. little progress made 

3. great dissatisfaction; radical changes sug- 

gested 

4. schools and school systems begin to show the 

results of the teachings of the reformers 
and the innovators 

2. Educational movements 
1. The Pietists 

a. founding by Spener 

b. doctrines and purpose 

c. Francke, 1663-1727 

a. life 

b. services to education 

c. pedagogy of Francke 

d. Pedagogium and other institutions at 
Halle 



EDUCATIONAL MOVEMENTS 



57 



a. 




August Hekjian Francke. 
1663-1727 



€. 
d. 



2. The Real-School 

movement 

meaning of the 
term Real- 
School 

connection of 
Francke, Wei- 
gel and Semler 
with the move- 
ment 

founding of other real-schools 

relation to present educational conditions 
in Germany 

3. The Philanthropinic movement 
a. meaning of Philanthropin 

h. fundamental ideas of the Philanthropinists 
c. Basedow (Bii'-zeh-do, 1723-1790) 
a. life 

Z). founding of 
the Philan- 
thropin 
a. how c n - 

ducted 
h. its decline 
c. its fame and 
influence 

C. Basedow's Johann Beknakd Basedow, 

pedagogy 1723-1790 

d. Basedow's pedagogical work 
4. other individual educators: Rollin, Rous- 
seau, Kant 




58 



REYOLUTIOJN^AEY IDEAS 



Tabulated List of 18th Centuey Educators 



Name 



Rollin 



Francke 
(Prank' 
keh) 



Rousseau 
(Roos-soO 



Basedow 



Birthplace 



Germany 



Prance 



Germany 



Date 



1661-1741 



VllTi 



1712-1778 



1723-1790 



Brief Characteriza- 
tions 



Teacher in Univer- 
sity of Paris: his- 
torian: pedagogi- 
cal writer. 

Connected with Pi- 
etist and Real 
School move- 
ments. 

Most renowned edu- 
cational writer of 
the 18th century. 

Founder of the 
Philanthropin. 



Writings 



1. Ancient liistory. 

2. Treatise on 

Studies. 



1. Eniile. 

2. Confessions. 



1. Treatise on 

Schools and 
Studies. 

2. Method Book. 

3. Elementary book 



Study of eighteenth century educators 

Study each according to following outline: 

1. Sketch of life. 

2. Character of his educational work. 

3. Theories or reforms with which he was identified. 

4. Hk pedagogy. 

5. His writings. 
G. His influence. 

Questions for review and research 

1. Show fully how the social and political condi- 
tions of Europe in the eighteenth century colored the 
educational thought of the time. 

2. What new turn was given to the humanities dur- 
ing this century ? (The classics were studied for 
culture. ) 

3. What new spirit was introduced into the univer- 
sities ? (Freedom of investigation.') 



REVIEW AND RESEARCH 59 

4. Show how Comenius paved the way for the Real- 
School. 

5. Show how Rousseau was the precursor of the 
Philanthropinists. 

XoTE.-Xotice the difference between Rousseau, 
who simply expounded theories, and the Pietists and 
Philanthropinists, who actually set out to carry these 
reforms into effect. 




Jean Jacques Rousseau, 1712-1778 Chakles Rollin, 1661-1741 

6. Make a comparison of the work of Rollin and 
that of Ratich. 

7. Show wherein, according to the later humanists, 
lies the true value of a study of the Greek and Latin 
classics. 

8. Distinguish clearly between the educational ideals 
of these humanists and of the Realists. 

9. Give a full description of Rousseau's " Emile "; 
criticise it and show why it is considered so remark- 
able and why it has had so great influence. 

10. Did Rollin give any new principles to the world ? 
What old principles did he emphasize ? 

11. Contrast Rollin's Treatise and Rousseau's Emile, 



60 REVOLUTIOiq^ARY IDEAS 

12. Name three great educational principles which 
Kant especially emphasized. 

13. Give reasons for the decline of Basedow's school ; 
what evils in the education of the time had he sought 
to correct ? with what success ? 

14. Note any efforts for the better training of teach- 
ers, which belong to the eighteenth century. 

15. Give a full account of the Pietist and of the Real 
School movements. 

16. Which ones of the eighteenth century educators 
were practical teachers ? < 

17. What was Eousseau's idea of the proper edu- 
cation of women ? 

Suggeded Reading 

Rousseau's Emile. — Payne. 

Educational Reformers. — Quick. 

Rousseau and Education according to Nature. — 

Davidson. 
History of Modern Education. — WilUams. 
Basedow. — Lang. 



FOURTH EPOCH 

MODERN 

IV. Nineteenth Century period (1800— 

Representative educators: Pestalozzi and Herbart. 

1. Historical 

1. Attainment of political and religious freedom 

among the nations of Europe 

1. In England 

a. growth of the spirit of liberalism 

a. reform bills of 1832, 1^67, and 1884 

b. growth of religious freedom 

c. extension of the British Empire 

2. In France 

a. changes in form of government in early 
part of nineteenth century 

b. the Franco-Prussian war 

c. final establishment of the French republic 

3. In Germany 

a. attainment of unity among the German 

states 

b. establishment of the German Empire 

2. Wonderful prosperity and growth of liberty in 

the United States of America 

2. Educational 

1. Chief features of the nineteenth century edu- 
cational movement. (Quoted from David- 
son) 

(61) 



62 NINETEENTH CENTURY 

1. Advance with reference to instructors (train- 

ing of teachers) 

2. Advance with reference to the instructed 

(extension of education to all classes) 

3. advance with reference to the matter of in- 

struction (broadening and enriching 
courses of study) 

4. advance in methods of instruction 

5. advance with reference to the end of education 
(For a very full discussion of nineteenth century 

characteristics, the student is referred to Williams's 
History of Education, Chapters XV-XXI.) 

2. Educational leaders: Pestalozzi, Froehel, Her- 
bart, Mann, Spencer, Jacotot, Arnold, Bain 

Study of nineteentli century educators 

Study each of the above educators from the follow- 
ing outline: 

1. Sketch of his life. 

2. Character of his work as educator. 

3. Theories or reforms with which he was identified. 

4. His system of pedagogy. 

5. His writings. 
G. His influence. 

XoTE — Group the educators of this century around 
Pestalozzi, who represents the emotional side of educa- 
tional reform, and Herbart, who represents the scientific; 
show how each of the nineteenth century educators 
represents some of the characteristics of the century, 
as previously given. 



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64 



NINETEENTH CENTUKY 




Questions for review and research 

1. IS^ame all the distinguishing features of educa- 
tional work in the nineteenth century. 

2. Name some new branches of study that have 
been introduced into schools within the past century. 

3. Give an account of the philosopher Kant, and 
show his influence on 19th 
century pedagogy. 

Jr. Compare the work of 
Pestalozzi with that of 
Rousseau. 

5. Show how advances 
have been made during this 
century in the professional 
training of teachers; name 
five means by which this has 
been secured. 

(). Name three means by which the teachers of to- 
day are enabled to use better methods of teaching than 
those of twenty-five years ago (better text-books, bet- 
ter equipment in schools, etc. ; name others.) 

7. Give an outline of the 
work of Pestalozzi as teacher. 

8. Find in some atlas the 
map of Switzerland and lo- 
cate thereon the scenes of 
Pestalozzi 's labors, Burg- 
dorf, Stanz, Yverdun, etc. 

9. Briefly summarize the 
peculiar traits of Pestalozzi 's 
character, and show how john henry pestalozzi, i746-i827 



Immanual Kant. 1727-1804 




REVIEW AND RESEARCH 65> 

these were favorable or unfavorable to his success 
as teacher. 

10. Give a description of the two leading books by 
Pestalozzi ; show how they were inspired by the con- 
ditions of the time in which he lived, and explain their 
influence. 

11. Give an account of Pestalozzi's work at Stanz; 
at Yverdun. 

12. Give five leading principles of the pedagogy of 
Pestalozzi. 

13. Account for the fame of Pestalozzi. 

14. What is the underlying principle of Froebel's 
pedagogy? _„^__, 

15. Give a sketch of the -, \ 
life of Froebel. 

16. Give a description of 
Froebel's probable idea of a 

kindergarten. Show the fit- "^^^^..^.^im^^^ > 

ness of the term, kinder- ^ '^~" 




garten. 

17. Describe a modern 

kindergarten. Frederick Froebel, 1782-1852 

18. Give an acconnt of the connection of Froebel 
and Pestalozzi. 

19. What is the purpose of a kindergarten ? 

20. What other great educator was undoubtedly in- 
fluenced by Pestalozzi '? 

21. AVhat are the gifts of Froebel ? 

22. Xame three of the " paradoxes " of Jacotot. 



66 



NINETEEN'TH CENTURA 



23. Xame two prominent 
English educators of this 
century and give the chief 
features of the pedagogy of 
each. 

24. Briefly characterize 
the work of Alexander 
Bain; of Bell; of K. H. 
Quick; of Dr. Arnold; of 
Lancaster. 




Joseph Jacotot. 17T0-1840 



25. lOiscuss the value of Mann's work for education, 





Andrew Bell. lTo3-l«32 



Joseph Lancaster, 1778-1838 





Thomas Aunold. 1795-1842 



IIouace Mann. 1796-1859 



LofC. 



REVIEW AND RESEARCH 



67 




Alexander Bain, 1818- 




R. II. (,»r!( K, \s-M is<n 



26. Describe the practice-school of Herbart. 

27. What tendencies in modern education are trace- 
able to Herbart ? 

28. Give an account of some of the leading features 
of Herbart' s psychology. 




John FKEDERirK Herbakt. 1T86-184I Herbert Spencbr. 1820- 

29. What is Spencer's standard of a complete edu- 
cation V How would he secure this ? 

30. Criticise Spencer's plan of education. 

31. Name two pedagogical works produced during 
the nineteenth century in Europe; three in America; 
two in Germany ; two in France. Briefly describe each. 

32. Name five standard works on pedagogy published 
-within the past ten years. 



68 NINETEENTH CENTURY 

AVrite an essay on modern tendencies in education. 
Suggested Reading 

The Outlook^ closing chapter of Davidson's History 
of Education. 

The Education of Man. — Froebel. 

PestalozLi — His Life and Work. — DeGuimps. 

Essays on Educational Reformers. — Quick. 

Herbart's A. B. C. of Sense-Perception. — Eckoff. 

An Old Educational Reformer — Dr. Andrew Bell. 
— Meiklejolin. 

How Gertrude Teaches her Children. — Pcstalozzi. 

Leonard and Gertrude. — Pestalozzi. 

Autobiography of Friederich Froebel (translated 
by Michaelis and Moore). 

Froebel's Letters on the Kindergarten. 

Kindergarten System, its origin and develop- 
ment. — Hamchmann. 

The New Education. — Meiklejohn. 

Herbart's Letters and Lectures (published by 0. 
W. Bardeen). 

Herbart and the Herbartians. — DeGarmo. 

The Education of Man. — Froebel. 

Letters on Early Education. — Pestcdozzi. 

Systems of Education. — Gill 

Education, Intellectual, Moral, and Physical. — 
Spencer. 

The Kindergarten System in a Xutshell. — Smith 
(reprinted from the Ladies' Home Journal). 

Kindergarten Principles and Practice. — Wiggins 
and Smith. 

Introduction to Herbartian Principles of Teach- 
ing. — Dodd. 



EDUCATIOX IX THE UNITED STATES 

1. Colonial 

2. In Xew England 

1. establishment of Boston Latin School, 1635 

2. founding of Harvard College, 1637 

3. General Court of Massachusetts enacts the 

first school laws, 1642, 1647. 

4. Yale College founded, 1701 

5. general state of education in Xew England 

during colonial times 

2. In the Middle Colonies 

1. Dutch schools in Xew York 

2. English schools in Xew York 

3. colleges— Princeton, X". J., 1746, Kings 

(now Columbia), X. Y., 1755 

4. state of educaMon in Pennsylvania, Xew 

Jersey and Delaware. 

3. In the South 

1. general lack of common education 

2. founding of William and Mary's college, 

Virginia, 1692 

4. Summary of educational conditions in America 

during the colonial period; comparison of 
education in Xew England, in the Middle 
States and in the South. 
'2. Xational 

1.. general growth of education in the United 

States 

(69) 



70 EDUCATION IN THE UNITED STATES 

2. national measures favoring education 

1. reservation of sections of townships on the- 

western territory, for school purposes, 1785 

2. Congress divides national surplus among the 

States for educational purposes, 18136 

3. grant of " land scrip " for the establishment 

of agricultural colleges, 1862 

4. creation of the national " Bureau of Edu- 

cation ", 1867 
3. Features of educational advancement in the 
different States 

1. great increase in the number of colleges and 

universities 

2. extension of common schools 

3. passage of " compulsory education " laws 

4. changes in courses of study 

5. increase of industrial schools 

6. co-education of the sexes 

7. philanthropic gifts to education 
4. American educational leaders 

1. Mann — his life and wori^ 
' 2. Barnard — bis life and work. 

Questions 

1. What was the New England Primer f 

2. In early Xe\v England what subjects were taught 
in the elementary schools ? In the higher schools ? 
What was a Latin school and its purpose ? 

3. What Americaij college received aid from Eng- 
land ? (William and Mary,) 

4. To what extent were girls educated in colonial 
days in America ? 



QUESTIONS 



5. Account for the general apathy of the South in 
matters of education. 

6. What law is considered the beginning of the 
American common school system ? Give some leading 
provisions of this law. 

7. Give a sketch of the life of Horace Mann and 
an estimate of his services to American education. 

8. What contribution to educational literature was 
made by Henry Barnard ? 

9. AVhat is the purpose 
of the United States Bureau 
of Education ? 

10. Xame some men who 
are prominent to-day i n 
American educational cir- 
cles. 

Suggested reading 

Education in the Henky Barnard, I8II-19OO 

United States. — Boone. 
Horace Mann. — Harris. 

Eriucational Work of Henry Barnard.— Ifo^i roe. 
Life of Horace Mann. — Mrs. Mann. 
History and Science of Education.— *S/io?(p. 




EDUCATION IN NEW YORK STATE . 

1. Period of Dutch supremacy 

1. interest of the Dutch colonists in education 

2. Adam Roelandseu, the first Dutch schoolmaster 

3. founding of the School of the Collegiate Re- 

formed Church of New York, 1633 

4. Latin school established, 1658 
'2. Period of English supremacy 

1. temporary decline of interest in education 

2. first Public School Act, 1702 

3. Free Grammar school founded, 1702 

4. founding of King's College (now Columbia), 

1754 

5. indifference to education during the Revolution 

6. wretched condition of the schools at the close 

of the Revolution 
;3. Period af Statehood 

1. Revival of learning after the Revolution 

1. Kings College becomes Columbia 

2. State Board of Regents created, 1784 
a. purpose 

h. powers 
-2. Strong efforts to secure better educational con- 
ditions in New York 
1. As to supervision 
(72) 



GENERAL OUTLINE 



73 




Gideon Hawley, 1785-1870 



a. Gideon Hawley appointed superintendent, 

1812 
h. supervision 

transferred to 

the secretary 

of state, 1822 

c. provision made 

for superin- 
tendents of 
schools in 
counties, 1841 
(repealed, 
1847) 

d. Department of Public Instruction created, 

1854 
Victor M. Rice, 
first superin- 
tendent 

e. office of school 

commissioners 
for counties 
created, 1856 
2. As to technical 
training of 
teachers 
a. Regents author- victor ^lunEAr kke, i8i8- 

ized to provide for Teachers' Classes in 
Academies, 1834 (first classes organized, 
1835) 
h. first Teachers' Institute at Ithaca, 1843 

c. first Normal School, at Albany, 1844 

d. establishment of other Normal Schools 




74 EDUCATION I:J^ the state of new YORK 

3. As to support of education by State 

a. Law of 1795; annual appropriation of 

$100,000 for five years 

b. failure to continue this appropriation, 1800 

c. permanent school fund established, 1805 

d. struggle for free schools 
a. the " rate bills " 

6. legislature establishes the free school 
fund, 1800,000 to be raised annually 
for schools. 
XoTE — This has since been changed to a percentage 
of the valuation of State property, fixed by -the legis- 
lature.) 

c. free schools secured, 1867. 

4. As to direct improvement of the schools 

a. introduction of the "Lancastrian" sys- 
tem by Superintendent Hawley 
h. appropriation of $55,000 annually for 

school libraries 
c. gifts of Gen. James Wadsworth. 
3. Recent advances in 
educational lines 
o.. organization 
f Educational 
associations 
a. State Teachers' 
Association, 
1830 
p e r m a n e n t or- 
ganization, 1845 James Wadsworth, 1768-1844 

h. University Convocation, 1803 




GENERAL OUTLINE 



75 



c. Conference of Associated Academic Prin- 

cipals, Grammar Scliool Principals' As- 
Association, State Music Teachers, State 
Science Teachers, etc. 

d. Compulsory Education Law, 1894 

e. Training Classes transferred to the De- 

partment of Public Instruction, 1889 
/. uniform licensing of teachers 
Educators of Xew York State 
a. David P. Page (1810-1848) 




David Perkins Page, 1810-1848 Edward Austin Sheldon. 1823-1897 

a. life 

h. educational work 
h. Edwin A. Sheldon (1823-189:) 

a. life 

h. work 
c. Miss Anthony, Miss Willard. 



• THE SCHOOL BULLETIN rVBLICATIONS.- 



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This largest and handsomest of our publications is an octaro roluroe of 
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The object dilgently kept in view by the writers of this work has been to 
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work makes a large octavo volume of 562 pages. The mechanical execu- 
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sary part of every teacher's working 
library. 

The titles of the chapters will give some idea of its comprehensiveness. 
Those in italics appear for the first time in tliis revised edition. 

Introductory. Valuable contributions to iiedagogy from ancient days. I. 
Preliminaries of modern education. II. The Renaissance, and some inter- 
esting phases of education in the 16th century. III. Educational opinions 
of the 16th century. IV. Distinguished teachers of the 16th century, 
Melanchthon, Sturm, Trotzendorf, Neander, Ascham, Mulcaster, the Jesu- 
its. V. Some characteristics of education in the 17th century. VI. Princi- 
ples of the educational reformers. VII. The ITth century reformers. VIII. 
Female education and Fenelon. IX. The Oratory of Jesus. Beginnings of 
American education. X. Characteristics of education in the 18th century., 
XI. Important educational treatises of the 18tli century: Rollin, Rousseau, 
Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pesta- 
lozzi and his work. XIV. General review of education in the 18th century, 
XV. Educational characteristics of the 19th century. XVI. Extension of 
•popular education. XVII. Froebel and the Tcindergarten. XVIII. Professional 
training of teachers, and school supervision. XIX. Manual and industrial 
training. XX. Impromments in methods of instruction. XXI. Discussion of 
relative value of studies. 

There are also added an Analytic Appendix, for review ; the Syllabus 
on the History of Education prepared by the Department of Public Instruc- 
tion for the training classes of the State of New York, with references by 
page to this volume ; and an Index of 13 double column pages, much fuller 
than in the first edition, 

)The Critic calls it, " sensible in its views, and correct and clear in style." 
The American Journal of Education says: "It is not too much to say that 
for all ordinary purposes Prof. Williams's book is in itself a much more val- 
uable pedagogical library than could be formed with it omitted." 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



OPINIONS OF WILLIAMS'S HISTORY 



Prof. Nicholas Murray Butler says in the Educational Re- 
vieic for December, 1892: ''Prof. Williams'' s hook is the latest, 
and for the American reader, the best. * * It is an interesting, 
accurate, and wise history of the period that it covers. 

" One is struck with the excellent sense of proportion that per- 
vades the work, as well as with the soundness of the author's 
judgments and his breadth of view. He is neither a partisan nor 
a sentimentalist. The capital sketch of Comenius — one of the 
best things in the book. — and the very discriminating and phil- 
osophical analysis of Rousseau's Emile may be cited as evidence 
of this. The young student will also derive no little help from 
Professor Williams's comments on the strength and the weak- 
ness of Herbert Spencer's essay on Education. In fact, the au- 
thor's long teaching experience has stood him in good stead, and 
he has made a teacher's book. 

' ' It need hardly be added that Professor Williajiis's History ought 
to displace all of the cheap compends note in use. It is also more 
serviceable, in this country at .least, than the English translation 
of Compayre's History of Pedagogy. There is no question that 
this effort of Professor Williams ' to construct a narrative which 
should be truthful and perspicuous without being unduly bulky' 
has been successful. He has amply sustained his own reputa- 
tion, and done the cause of education a substantial service." 

Prof. Hugh O. Bird, of the Department of Pedagogy in the 
College of William and Mary (State Male Normal College of 
Virginia), writes, Feb. 6, 1893: " Some time since, the very flat- 
tering review of your History of Modern Education in the Educa- 
tional Review caused me to purchase the book. Suffice it to say 
that I was so much pleased with the spirit and scope of your work 
that I immediately adopted it as a text-book in my Intermediate 
class, and prescribed it for parallel reading in my Senior class. 
For it is just the book I have been looking for. Heretofore I have 
been forced to satisfy myself with Compayre's History, trans- 
lated by my old professor, Dr. Payne, but I find your work will 
take its place. I have a class of twenty-two studying it, and find 
it very satisfactory." 



OPINIONS OF WILLIAMS S HISTORY 

It is the fullest, most complete, and most satisfactory work we liave on the 
.»ub]ect,—^clucatio?ial Courant, Sept., 1892. 

It presents the salient features, is interesting and valuable.— *S'w?if/aj 
School Journal, March, 1893. 

Believing it to be the best book of its kind, I shall use it in my classes.— 
Prof. W. M. ^toir,Normal Department, Salem College, W. Va., Nov. 21,1892 

This book is better adapted to our use than any other we have found.— 
Principal C. C. Boimds, New Hampshire State Normal School, Oct. 12, 1892. 

The volume is one of decided value, and is a miniature cyclopaedia of 
historical facts dating from the Eenaissance.— i^>^^; York Tlw/(7,Aug. 27, 1892 

Sensible in its views, and correct and clear in style, Prof. Williams's book 
is well worthy of a place in educational literature.— The Critic, Sept. 10, 1892. 

A book worthy to take its place in the teacher's library alongside of 
Quick, Compayre, and G\\\.— Western School Journal, Feb , 1893. 

It is not too much to say that for all ordinary purposes Prof. Williams's 
book is in itself a much more valuable pedagogical library than could be 
formed with it omitted.— yl?Mmc«n Journal of Education, Sept., 1892. 

Throughout the book the author shows good sense in his judgment of 
men and methods; and, what is no small merit in the present age, he is 
entirely free from hobbies. — Science, Aug. 26, 1892. 

The title of this book can scarcely suggest the rich and variei interest 
of the materials which it includes. It sums up for us the story of educa- 
tional methods and systems in all countries, from the middle ages down to 
the present timQ.— Review of Revieivs, Oct. 1892. 

I have received a copy of Williams's History of Modern Education, and 
having read three chapters I see it must be added to our library. Please 
eend us two copies more .—Principal W. E. Wilson, R. I. State Normal 
School, Nov. 15, 1892. 

The author's style is clear and readable, his criticisms without color, 
• * and the impression in our mind after perusal is that the author is not 
only one who ^'«ows, but one whose thoughts and conclusions are worthy 
of respect.— Po^M^ar Educator, Nov., 1892. 

It is a wonderful book for conciseness— a veritable multum in -parvo, and 
still the narrative style is so constantly maintained that it reads more like 
% story than an encyclopaedia. It is both in one.— Principal 0. D. Robinson, 
Albany High School, March 15, 1893. 

The outlook over the subject is broad, the views in many instances fresh, 
and the interpretation penetrating. The work is especially valuable as 
being at once comprehensive and compact, covering the whole ground, 
with each movement or phase of progress given in its due proportion.— 
Evangelist, Oct. 20, 1892. 

His method of treating the subject is eminently happy. The salient points 
of the history of education in tbat period are clearly indicated, and the as- 
cending curve of progress is sketched through them. Dr. Wniiame's style 
is delightful. Every teacher will be at ouo^ pleased and instructed by a 
©erusal of the book. — Public Opinion. 



OPINIONS OF WILLIAMS S HISTORY 

He has shown that he is a natural historian, for his omissions are those 
speculations and discussions which are too often found in other histories 
of education, which add nothing to the value of the history, and only serve 
to puff out the matter. * * * With such his4;ories as Quick's and Com- 
payre's, Williams's will have an equal r?knk,—Editcation, Oct., 1892. 

No teacher should long remain in ignorance of the growth of education 
and of the names and efforts of those who have through the years been 
shaping our system of schools. The author has been successful, we think, 
in selecting from the mass of matter that which is truly representative. 
The book is interesting in its substance and attractive in its makeup We 
quote from it in another portion of the Moderator that our readers may 
form some idea of the style.— ill/iic^. Moderator, Sept. 22, 1892. 

The author has attempted to construct a clear, truthful, interesting 
narrative, within moderate compass. To make a wise selection from the 
vast amount of materials at his disposal, and to arrange it in the best form, 
was no easy matter. It required a broad knowledge and comprehensive 
grasp of the whole subject, together with sound judgment and good taste 
in selecting and arranging his materials. In our judgment the author has 
succeeded admirably in his undertaking. We commend the book most 
heartily.— Prof. S. J. Kirkwood, in The Post Graduate, Jan., 1893. 

Dr. Williams has chosen to write the history of education in a style inter- 
esting alike to the general reader and to the teacher. Hastily running 
through the story of the early attempts in educational affairs he gives the 
greater part of his work to recounting what has taken place within this 
century. The author takes full cognizance of all the influences which have 
been exerted through the ages upon the systems of education, and with a 
clear comprehension of the present status of education demonstrates the 
results which have come from the focussing of different streams of light.— 
Teachers' World, Feb., 1893. 

Dr. Williams has been throughout a close, discriminating student of edu- 
cational systems, both in their present form, and in their vicissitudes dur- 
ing the past few centuries . As a result of these two forces, he now presents 
the students of education with an exceedingly valuable contribution towards 
the history of teaching and teachers. Dr. Williams has been very success- 
ful in securing a proper balance between the different men and movements 
Few subjects give a better opportunity for the believers in this prophet or 
that to extol him as the one great leader. Just now it has been Comenius, 
while Pestalozzi, Frcebel, and Rousseau have never lacked over-ardent 
friends. All of these receive fair treatment in these lectures : treatment 
which may not entirely meet the ideas of this student or that, yet which 
Always ensures a clear understanding of the maa and his work, and the 
opportunity for honest, well-founded personal opinions. It is a book ivhich 
jniist be on tlie shelves of every student of education.— New England Journal q1 
Ed'n. Oct. 20. 1892. 



■THE SCHOOL BULLETIY PUBLICA TIONS- 



Mark's History of Educational Theories 

" After an introductory view of the middle ages and the renaissance in 
England, the chapters treat of the theories of physical, intellectual, practi- 
cal, technical, and moral education. This leads under intellectual edu- 
cation to treating the growth of the application of psychology, the theory 
of interest, the theory of language teaching, and the theory of education 
orient hinaself in the field and guide himself to more extensive readings."— 
values. It is an outline treatment which is attempted, by which one may 
Wis. Journal of Ed'n. 

" An appendix contains some interesting and valuable cclliiteral matters. 
The author's object, as he announces at the opening of his introductory 
chapter, is ' to restate the English educational ideals which were for the first 
time distinctly announced in the seventeenth century, and to trace them tO' 
their historical origin in the pre-Renaissance era, the twelfth, thirteenth 
and fourteenth centuries.' The book appears to be an able and scholarly 
production."— ZferaW, Syracuse, K. Y. 

"A very interesting book for students of education is found in a volume 
of 140 pages, entitled An Outline of the History of Educational Theories in 
England, by Mr. H. T. Mark of Owens College, Manchester. The book con- 
tains so much condensed information of a very attractive and valuable sort 
that we hope to make it the subject of a fuller notice before long." — The 
Commercial Advertiser, New York. 

"Very instructive, very entertaining and very suggestive is the little 
work of Rev. W. T. Mark under the above title — a story of the theories of 
education in a country where such a thing as a system of education is still 
unknown. It is instructive to us, who are mostly English in our methods 
as in our language, to know that from the days of Alfred to the days of 
board schools education in England has been merely chaos, the dense Eng- 
lish intellect stumbling and blundering on frora^one mistake to another 
without definite plan or object or course and getting along somehow. It is 
really astonishing to have such a conviction forced on us, but there is no 
escaping it. On only one point has England had a thorough and consistent 
principle, and that is that if the master will only beat a pupil hard 
enough and often enough, and begin soonenough, he has done his fullduty; 
and if the result is unsatisfactory the blame must fall on Providence. For 
the rest, those who were fond of learning would study anyhow; the others 
could go to Oxford or Cambridge and qualify themselves to misgovern the 
country. Now Avith county government granted to the cities, the board 
schools have come, and England must try v/hat we call public educa- 
tion. With the example of our experience to guide her, it is to be hoped 
that she will avoid some of our difficulties and not accept the theor.y that 
the public-school system was intended to provide salaries for the female 
relatives of politicians and profits for text-book publishers and centractors," 
—New York World. 

Clotli, IGrxio, pp. 151. S1.S5 



OPINIONS OF mark' S HISTORY OF EDUCATIONAL THEORIES 

•'To cvt'i-y student of educatioual progress in the past this outline 
sketch of the parallel development of educational theory with the shapings 
of the English constitution and the beginnings and progress of English 
literature will be most valuable."— Primary Education. 

" This interesting history is written from a broad point of view and be- 
gins with educational movements in England in the Middle Ages. The 
tendencies and personages of the Renaissance in England constitute a sec- 
ond chapter; the theories of physical education a third; the unfoldment of 
ideas of intellectual, practical, and moral education fourth, fifth, and sixth 
chapters. It is not only thoroughly sensible, but it is also learned and 
readable as so few educational books 'Ave.'''— Pedagogical Seminary. 

"The development of educational systems and methods in England is a 
subject by itself, apart from the general history of education, even though 
it is an integral part of the history. Mr. H. T. Mark has concisely discussed 
this subject in a book of less than a hundred and fifty pages. The subject 
matter of the book covers the early Renascence periods, together with the 
theoretical, physical, intellectual, technical, and moral aspects of educa- 
tion."— /S'M?irfa?/ School Times. 

"The treatment of the subject is historical throughout. The author in 
his first chapter summarizes the educational efforts of the middle ages, and 
then passes on to the revival of learning, led by Dean Colet, Sir Thomas 
Elyot, Ascham, and Mulcaster. He shows that importance was attached to 
physical training from a very early time, though in the 17th and 18th cen- 
turies it was sorely neglected in the grammar schools. There has been im- 
provement in this direction, though in this regard English schools are still 
behind our own, though the great public schools, patronized by the upper 
classes, have plenty of out-door sports. The author goes over the ground 
thoroughly, and has made a modest but valuable contribution to educa- 
tional \\i(iv&t\xvQ.''"—Springfleld Republican. 

" A book that will be of large interest to teachers whether they may or 
may not be familiar with the history of education is an outline of the his- 
tory of Educational Theories in England, by H. T. Mark. The writer finds 
that progress in education is quite closely parallel with progress in litera- 
ture, and in support of this proposition he quotes largely from English 
authors. The course of development from the Middle Ages to and through 
the Renaissance is particularly interesting. Physical, Intellectual, Practi- 
cal or Technical, and Moral are the subjects under which the various 
phases of education are considered." — The Inland Educator. 

" Beginning with the educational movement in the middle ages, as seen 
in the schools of the Friars, the author traces this development through 
the Renaissance to the more complex theories of modern times. Here he 
divides his subject and treats it under the separate heads of physical, intel- 
lectual, technical, and moral education. To avoid misunderstanding the 
author has, in most cases, quoted the actual words of the educators whose 
theories he describes, like Racon, Locke, and Milton. The book is eminently 
readable and a very useful addition to a teacher's library." — Popular 
Educator. 



THE SCHOOL BULLETIX PCBLJCAriOXS . 

Cadet's Port-Boyal Education 

" Port-Royal Education, a sketch of its history, with extracts from its 
eading authors, edited by Felix Cadet, gives a little over a quarter of its 
pages to the history of the movement and sketches of the leading men con- 
nected with it ; the rest of the volume is devoted to translations from their 
works. The history is discriminating, critical, and valuable, and is Illus- 
trated and further developed by the translations. In fact, one is brought 
by this book into the life and society of the Port-Eoyalists, enters into 
their aims and plans, and catches the spirit which animated them. This 
makes it a valuable book for the student of education who cares for more 
than the mere theories, for the human life- and hopes which gave rise to 
them. . There is no movement in the history of education which more de- 
mands this sort of study than that of the Port-Royalists, none more pa- 
thetic, and none offering so many brilliant as well as devoted men and 
women whom it is a delight to know intimately. We commend this volume 
to the attention of our readers. "— TFis. Journal of Education. 

" For those who are interested in the historj' of educational move- 
ments, as well as in the personal biographies of men who have played a 
conspicuous part in the religious discussions of France and the Nether- 
lands, the book is well worth reading and o-wmug./'— Sunday School Times. 

/ "The book gives a full and interesting account of the men and women 
who founded and conducted the Port-Royal schools and of their educa- 
tional ideas and methods. These include Saint-Cyran, Lancelot, Pascal, 
Nicole, Guyot, Arnauld, Coustel and others. About two-thirds of the book 
is filled with extracts from the writings of these authors on educational 
matters. It is a work that all engaged in the teaching of youth can read 
with interest and profit."— /SyracMse Evening Herald. 

" They taught children to write little stories and letters and even bits 
of poems in French. This was done by the class instead of requiring each 
member to work alone. An epithet was suggested by one, criticised by an- 
other, improved upon by a third. In each case a reason was required. The 
girls did not share these blessings. They were taught by nuns in the older 
way. They learned sewing, housekeeping, and singing. They learned to 
'preserve rigid silence' and, apparently, to pray without ceasing. When 
they were very good they were allowed to copy something. One hour a 
Aveek was devotod to arithmetic. The school boasts that most of their play 
time was devoted to work. The older girls were allowed the favor of tell- 
ing one of their faults aloud, once a day. Perhaps these fragments give an 
unfair view of the book as a whole. It deserves a place in the library of 
pedagogy, both for the historical view it presents and for the suggestions, 
not yet out of date, which may be added to our methods."— y/i(? School 
Weekly, Chicago. 

Clotlx, pp 406, illustrated, S1.50. 



OPINIONS OF cadet's PORT ROYAL EDUCATION 

" It adds another volume to the already Ions list of educational works 
issued from the press of C. W. Ikirdeen, Syracuse, a volume of 400 pages 
that will interest all teachers who are not in the profession for the sake of 
bread and butter only. ''—Teachers World. 

" A perusal of the entire book will well repay one for the time spent. 
A teacher will find in the work of these celebrated educators some things 
to avoid and many to admire and imitate. He will live for a time in the 
society of men, who, like our own Channing, deemed the office of the 
teacher to be the highest office on earth.""— The Echo, Albany. N. Y. 

'• Of the numerous remarkable experiments in education that were made 
during the seventeenth and eighteenth centuries in Europe one of the most 
.interesting ones was that at Port-Royal. The vigorous character of the men 
who were identified with it, the opposition that the movement met because 
of theological disputes, and particularly the pedagogical theories ad- 
vanced and practised, combine to make it w^orthy of study to-day. The art 
of management, the training of mind and heart, and the proper aim of 
education, itself, became the care of disinterested and devoted persons. 
Under the editorship of Felix Cadet we have Port-Royal Education, a sketch 
of its history with extracts from its leading authors. Among these are 
Saint-Cyran, Lancelot, Fontaine, Nicole, Arnauld, Guyot. and others. In 
the 400 pages one finds many principles which are being emphasized as im- 
portant to-day. * * * The book is both interesting and valuable."— 
The Inland Educator. 

" The Monastery of Port-Royal, about twenty miles from Paris, dates 
back to the time of the Crusades. In 1637 a community of recluses outside 
the Monastery established schools which ' brought up in the knowledge of 
letters and the practice of Christian piety a few children of good birth, 
whose parents wished to spare them the irregularities which were too. gen- 
eral among young men attending college.' There were controversies in 
those times. Able men discussed the methods of the schools with earnest- 
ness, sometimes with bitterness. We read these discussions and compare 
them with the discussions of to-day. There are some striking similarities. 
]^rother Angelique was a remarkable woman who managed a school for girls. 
Mother Agnes writes to a teacher who has not the faculty to govern her 
pupils: ' God permits the children not to behave to you as they ought, that 
these insubordinate pupils may make you suffer and humble yourself.' 
' Nothing weakens a reprimand more than a great many words,' is a piece 
of advice that will apply to some teachers of to-day as well as it applied 
then. In the girls' school there was close discipline; there was perfect 
system and regularity, with> the kindest care and attention to the pupil's 
welfare. There were better schools than we are apt to give them credit for. 
History repeats itself. The good ways and bad ways of four hundred years 
ago are with us now, the same problems to work out, some of the same 
inflated theories to be punctured, the same kind of boys and girls are in our 
families and schools, the same kinds of eminent educators and philosophers 
are delivering lectures and writing books. And in this picture of the old 
schools the educational reformers iuid philosophers are given in portraits 
and sketches.'"— The American School Board Journal. 



OPINIONS OF CADET S PORT ROYAL EDUCATION 

Last, but by no means least, in interest among these educational his- 
tories we name Port Royal Education. An intensely interesting exposition 
of the methods in this famous school, which will not only interest teachers, 
but prove a wholesome corrective of some of the one-sided and ill-balanced 
conceptions of education which gained currency later in France.— Inde- 
pendent. 

"In 1637 there was a celebrated community of recluses known as Petites 
Ecolef^ of Port-Royal, who have a well-deserved place of honor in the his- 
tory of pedagogy. Their founder believed ' that the guidance of the most 
tender soul is a greater thing than the government of a world,' The real- 
ization of the dignity of the teacher and his worth to the world seems to 
have first found a place in public consideration at this period. This volume, 
Port-Royal Education, contains a history of the movement and sketches of 
the different leaders. The book will supply a valuable link for the owners 
of pedagogical libraries and for every student of the history of education."' 
—Primary JiJdacation. 

" As the author says in his introduction, ' the Petites Ecoles of Port-Royal 
had but a short and troubled existence ', yet in the few years from their 
foundation in 1637 (real organization, 1646) to the year 1661, when they were 
closed by the king's command, they made for themselves an honorable place 
in the pedagogic world, and lighted a brilliant torch of reform in methods 
of teaching which is not yet quenched. The character of its masters and 
of the books which they produced was high, and was the outcome of an in- 
spiration of the abbe of Saint Cj'ran, who was so profoundly moved by the 
importance of the education of the young that he would have gladly devoted 
his life to it, but his arrest and detention by Richelieu (1638), whom he sur- 
vived but a short time, frustrated his plans. Among those who carried out 
his ideas in the schools, and who left many valuable contributions to the 
literature of pedagogy, as well as theology, are Lancelot, Nicole, Coustel, 
Guyot, Arnauld, and Wallon de Beaupuis. * * * -phe iniluence of the 
writers of Port-Royal on the language of their countrymen was lasting and 
powerful and was even imitated by the Jesuits, who were their bitter 
enemies and detractors, and to whom the closing of the school is probably 
due. Among the brilliant pupils (and subsequent writers) of the Port-Royal 
schools maybe named Jerome Thierry Bignon, Racine, Le Main de Tille- 
mont, and Boisguilbert. To name the valuable works of an educational 
nature emanating from the hearts and brains of these devoted ' solitaires' 
would be too lengthy a task, but the principles they had laid down as to the 
teaching and management of children should be read of all who have a 
genuine interest in educational matters which leads them to profit by good 
ideas on these subjects, whatever the date may be when they were given to 
the world. When one considers that the founder and inspirer of the 
'Petites Ecoles de Port-Poyal 'expressed himself 'that one of the greatest 
consolations we could have in dyiing was that we had contributed to the 
good education of some child.' one cannot fail to see that much benefit is 
to be derived from an earnest perusiil of this sympathetic account of the 
whole \ao\ii\nQni.'''—Neio England Journal of Education. 



THE SCHOOL BVLLETTX PUBLICATIONS 

Education of Women 

1. The Education of Girls in the United States, By Sara A. Bubstall, 
Mistress of the North London Collegiate School for Girls. Cloth 12mo, pp. 
216. $1.00. 

2. Education of Girls and Women in Great Britain. ByC. S. Bremner. 
Cloth, 12mo, pp. 312. $1.50. 

These two books are based upon investigations made in 1893 in connec- 
tion with the International Conference on Education. Miss Burstall was 
sent to America bj' the trustees of the Gilchrist fund, and her book is one 
of five published by the trustees to show the condition of education iu 
America at that time. Miss Bremner's work was written at the same time, 
and for a similar purpose as regards Great Britain, but was considerably 
enlarged, and has been recently published. Both deal with primary, sec- 
ondary, higher, and technical education. Miss BurstalFs book gives chap- 
ters also to physical education and to coeducation. Both are authoritative, 
and will be for years the standard authorities on the education of women in 
the English-speaking world. Hence they are important not only for school 
libraries but for the individual student of education, who would know both 
the history of schools for women and their present conditions. 

3. Sex in Mind and in Education. By Henry Maudsley. Paper, pp. 42. 
15 cts. 

" No false modesty should forbid the discussion of the vital questions 
so ably considered in this work '\— California Teacher. 

"A masterly treatment of a delicate subject. No paper of an equal 
number of pages contains more sound sense and scientific truth blended 
than are found in this little classic."— /Vew England Journal of Education. 

4. Woman's Education and Woman's Health. By George F. and Anna 
M. Comfort. Cloth, 16mo, pp. 155. $1.00. 

This is written in opposition to the views of Mr. Maudsley, and in reply 
to Dr. Clark's '' Sex in Education '. It defends the higher education of women 
from the hygienic standpoint. Dr. Comfort is widely known as long the 
dean of the Fine Arts College of Syracuse University, and iSIrs. Comfort is 
an eminent physician. 

5. The Woman Question in Europe. A series of original essays, edited 
by Theodore Stanton. Cloth, 8vo., pp. 496. $3.50. 

This volume presents a series of chapters on the condition of women in 
England, Germany, Holland, Austria, Norway, Sweden, Denmark, France, 
Italy, Spain, Portugal, Belgium, Switzerland, Russia, Poland, Bohemia, and 
the Orient. While the education of women occupies a foremost place, 
there is also much as to women in the industries and the professions, and 
woman suffrage. The papers were originally written in six different lan- 
guages, which shows how qualified the writers were to speak for their own 
countries. 



-STANDARD TEACHERS' LIBRARY, No. 35- 




Quick's Educational Reformers. 

Its vivacious style makes this the most entertaining of books for 
teachers. Dr. Wm. T. Harris says : " I 
have called this book of Mr. Quick the 
most valuable history of education in 
our mother-tongue." We are glad to 
present it in new dress, worthy of its 
merits. 

This new edition is a careful reprint 
of the original London edition with the 
following additions: 

(1) Mr. Quick's Pedagogical Auto- 
biography, written for the Educational 
Review, and used here by permission. 

(2) The chapter on Froebel, written 
by Mr. Quick for the Encyclopaedia Britannica. 

(3) Portraits, including the following: 

Arnold Goethe Montaigne 

Ascham Jacotot Pestalozzi 

Basedow Kant Quick 

Colet Lavater Rousseau 

Comenius Locke Spencer 

Fellenburg Loyola Sturm 

Froebel Milton Tobler 

(4) Illustrations, including the following: 

Facsimile page from one of Mr. Quick's letters. Facsimile page from, 
one of Pestalozzi's manuscripts, with notes in the handwriting of Ramsauer, 
N'iederer, Tobler, and Krtisi. Janua Linguarum, 3 facsimile pages. Orbis 
Pictus, 2 facsimile pages. Pestalozzi's birth-place at Zurich. Views of 
Stanz, Burgdorf, Yverdun, and the schoolhouse at Birr, with Pestalozzi's 
Memorial. The well-known picture of Ascham and Lady Jane Grey. 

(5) Translations of all the passages in French, German, Latin, and 
Greek, with which the book abounds. 

These added translations are put at the bottom of the page and iire 
indicated by numbers. In the chapter on Rousseau, the quotations in 
French make nearly as much matter as the English, so that the chapter 
might well serve for an exercise in learning French by parallel translation, 
after the methods of Ratich, Locke, or Jacotot. 

(6) Side-heads, giving the substance of the paragraph. 

(7) Additional notes, always in brackets. 

(8) An index much extended. 

IGiiio, pp. 420. Price postpaid in Manilla 50 ots. ; in Cloth, $1.00. 

C. W. BAKDEEN, Publisher, Syracuse, N. Y. 



w p:ducational refoumeks 

This is iiiiotlRT book of tlif scries which has made this "Standard 
Library" a possibility for tea<;hers. There is nothing new to be said of 
this noted boolc, except to commend the enterprise of the publisher in send- 
ing out this series, and the wholly satisfactory manner of its publication.— 
Primary Education. 

No book upon educational men or measures has had such a sale as 
Quick's " Educational Reformers." No book has been so universally used 
in readint; circles. This makes it a genuine public benefit to have it repub- 
lished in good form at a low price. Mr. Bardeen is the American specialist 
in the reproduction of foreign pedagogical works. At $1.00 for the cloth 
edition, and 50 cts. in paper, this reprint must find ready and enormous sale 
in the reading circle fields. This has, in addition to the original Loudon 
edition of 1868, Mr. Quick's pedagogical autobiography, and his chapter on 
Froebel. Also upwards of twenty portraits of the educational leaders of ye 
olden time, with many valuable fac-simile pages of letters.— iV. E. J. of E'cln. 

I can very warmly commend to all teachers the little book published by 
C. W. Bardeen of Syracuse — Quick's "Educational Reformers." It is an 
excellent illustration of what may be compressed into a single volume, as 
well as an excellent illustration of great skill in condensation. It is one 
of those hand-books which contain much more than mere information. It 
is certainly stimulating and helpful towards all sound educational thought 
and activity. It ought to be on the list of -every Teachers' Reading Circle 
in this country.— t/a^es H. Canjield, Chancellor University of Ohio. 

This new edition of Educational Reformers, issued by Mr. Bardeen, is a 
great improvement over the previous ones and is a first-class specimen of 
book-making in every particular. At this late day, after the profession has 
accepted Mr. Quick's book as a classic, no comments upon his work are 
needed. This edition, we understand, has been prepared especially for the 
Ohio State Teachers' Reading Circle. It is a careful reprint of the original 
London edition, and has a great deal of new matter added, including Mr. 
Quick's pedagogical biography, an article on Froebel written by Mr. Quick 
for the Encycloptedia Britannica, a great number of illustrations and por- 
traits, translations from all the quotations from foreign languages in the 
book, and other matter for the benefit of the reader. Every teacher ought 
to have this book in his library.— 77i« Inland Educator. 

C. W. Bardeen in his 1896 publication of the Reading Circle Edition of 
Quick's " Educational Reformers " offers a book which has all the worth of 
the original London Edition, the added charm of almost a personal inter- 
view with the author, and a letter warm from the master's hand. The fac- 
simile pages of letteVs, manuscripts, and notes, the portraits of reformers, 
and pictures of places celebrated in educational history, make a most fas- 
cinating book. The original edition without all these arts of the skilled 
later day publishers, made in the 80's a winter enjoyable though spent on 
a prairie. To what heights will not the teacher be lifted who penetrates by 
means of these attractive pages to the very soul of these great educators, 
and there learns both theory and practice.— Poyow^a/' Educator.. 



THE SCHOOL BULLETIN PUBLICATIONS- 



American Schools in Foreign Eyes 

1. Methods of Education in the United States. By Alice Zimmern, 
Mistress at the High School for Girls, Tunbridge Wells. Cloth, 12mo, pp. 
184. $1.00. 

2. Graded Schools in the United States of America. By Mary H. Page. 
Heud-mistress of the Skinners' School, Stamford Hill. Cloth, 12mo, pp. 
83, $1.00. 

3. The Training of Teachers in the United States of America. By Amy 
Blanche Bramwell, Lecturer at the Cambridpje Training College for 
Women Teachers, and H. Millicent Hughes, Head of Training Depart- 
ment, University College, South Wales. Cloth, 12mo, pp. 210. $1.25. 

4. The Education of Girls in the United States. By Sara A. Burstall, 
Mistress at the North London Collegiate School for Girls. Cloth, 12mo, pp. 
216. $1.25. 

The five ladies who are authors of the four books named above, were 
sent to the United States in 1893, by the trustees of the Gilchrist fund, and 
visited schools in New York, Philadelphia, Baltimore, New Haven, and 
Boston and vicinity, as well as Yale, Harvard, Vassar, Smith, Bryn Mawr, 
and other colleges. Their investigations were keen and are interestingly 
recorded. We have here the power to see ourselves as others see us, and 
these volumes are important in every library. 

5. Teaching in Three Continents. Personal Notes on the Educational 
Systems of the World. By W. Catton Grasby. Cloth, 16mo, pp. 244. $1.50. 

The comparison is among the sj'stems of America, Europe, and Australia. 
In his introduction to the American edition. Dr. W. T. Harris says : 
"In this book we have the rare opportunity of seeing our Educational 
System as it appears to one of our large-minded cousins from the opposite 
side of the world. * * * in view of this trend of educational manage- 
ment, the very intelligent criticism of Mr. Grasby will be read with profit 
by all our teachers and school directors." 

6. State Education for the People in America, Euroj)e, India, and Aus- 
tralia. Cloth, 8vo, pp. 176. $1.25. 

This volume describes the school systems of the principal nations of 
the world. The articles are prepared by experts, and the titles are as fol- 
lows: 1. Ancient Civilization and Modern Education in India; 2. Elemen- 
tary Education in England; 3. State Education in Scotland; 4. National 
Education in Ireland; 5. English and Continental Systems Compared; 6. 
United States and English Systems Compared; 7. Education in Canada and 
Australia; 8. Commercial Education: 9. Education and Status of Woman: 
10. Technical Instruction and Payment by Results; 11. The English Code 
of 1890. The whole is followed by a biographical summary and conclusion. 
No other single volume that has appeared gives so much practical informa- 
tion as to the school systems of the world at large, and the matter is so con- 
\enieutly arranged as to be easy of ready reference. 



■ THE SCHOOL bj:lletin publicatioxs- 



Foreign School Systems Described 

1. Reports on Elementary Schools, 1852-18S2. By Matthew Arnold, one 
of her Majesty's Inspectors of Schools. Cloth, 12mo, pp. 322. $2.00. 

The best description any where given of the English school system, 
with criticisms and suggestions useful to schools everywhere. 

2. A Day in my Life ; or Every day Experience at Eton. Cloth, 16mo, 
pp. 184. $1.00. An interesting description of English school life. 

3. History of the Bnrgh Schools of Scotland. By James Grant. Cloth, 
■8vo, pp. 571. $3.00. The authoritsitive history of Scottish free schools. 

4. The History of the High School of Edinburgh. By William Steven, 
D.D. Cloth, 16mo, pp. 610. .$2.00. A companion volume to the lust. 

5. Prussian Schools through American Eyes. By James Kitssell Par- 
:SONs, JR. C]oth, 8vo, pp. 91. $1.00. 

This small volume is the most complete and satisfactory account of 
Prussian elementary education now accessible to American teachers, and 
ought to be carefully studied. — Wisconsin Journal of Education. 

6. French Schools through American Byes. By James Eussell Par- 
sons, ,tr. Cloth, 8vo, pp. 130. Illustrated. $1.00. 

No one interested in the American school system should fail to study 
this exposition, altogether the clearest statement in English of just what 
these schools are doing. — New England Journal of Education. 

7. Teaching in Three Continents. Personal Notes on the Educational 
Systems of the World. By W. Catton Grasby. Cloth, 16mo, pp. 244. $1.50. 

The comparison is among the systems of America, Europe, and Australia. 
In his introduction to the American edition. Dr. W. T. Harris says : 
"In this book we have the rare opportunity of seeing our Educational 
System as it appears to one of our large-minded cousins from the opposite 
side of the world. * * * In view of this trend of educational manage- 
ment, the very intelligent criticism of Mr. Grasby will be read with profit 
by all our teachers and school directors." 

8. State Education for the People in America, Europe, India, and Aus- 
tralia. Cloth, 8vo, pp. 176. $1.2.5. 

This volume describes the school systems of the principal nations of 
the world. The articles are prepared by experts, and the titles are as fol- 
lows: 1. Ancient Civilization and Modern Education in India; 2. Elemen- 
tary Education in England; 3. State Education in Scotland; 4. National 
Education in Ireland; .5. English and Continental Systems Compared; 6. 
United States and English Systems Compared; 7. Education in Canada and 
Australia; 8. Commercial Education; 0. Education and Status of Woman; 
10. Technical Instruction and Payment by Results; 11. The English Code 
of 1830. The whole is followed by a biographical summary and conclusion. 
No other single volume that has appe;'red gives so much practical informa- 
lion as to the school systems of the world at large, and the matter is so con- 
veniently arranged as to be easy of ready reference. 



THE SCHOOL BVLLKTIN PUBLICATIONS.- 




Arnold's Reports on Elementary Schools. 

^Matthew Arnold is the mobt dihtiujiuished man of Letters who has ever 
been connected with the public school 
..^''" """^ system. He was ajjpointed one of Her 

Majesty's inspectors of schools April 
14, 1851, and resigned April 30, 1886, 
after a service of more than 35 years, 
in the course of which he made three 
visits to the continent at the request 
of successive royal commissions of 
inquiry into the English educational 
system. Jhis volume contains his 19 
^•' ■ff i iT iii m n i MMirrr general reports to the educational 
\ ^j^gl^^gl^r department on English elementary 

schools, omitting matters only of per- 
sonal or temporary interest. They 
cover three distinct periods of admin- 
Matthew Arnold, 1822-1888 .... ., • • , 

istration, 'the original system intro- 
duced by the minutes of 1846-7, having been greatly modified by the code of 
1852. and entirely transformed by the act of 1870. There are also extracts 
from his reports on training colleges. 

Besides thus giving perhaps a better picture than can be found else- 
where of the English public school system for this period, the reports are 
interesting as giving the views of a cultured and trained inspector on 
general subjects of education. That he insists upon the teaching of Eng- 
lish language and literature Avas to be expected, but he has much to say of 
the culture, the certification, and the salaries of teachers, of the health of 
school-rooms, of what textbooks are and what they should be, of the need 
of simplicity, of how science luaj^ be given in elementary schools, of the 
prominence given to study of methods in the training colleges, of religious 
instruction, of domestic economy, music, calisthenics and gymnastics, etc. 
He opposes the system called payment by results, introduced in 1862. He 
thinks the grant-examination applies a stimulus of a special and valuable ' 
kind, but would not have it applied in the examination of the younger chil- 
dren, where it reckons as ignorance what is simply natural nervousness. 
He is loyal throughout to the principle of Aristotle (Pol. viii. 7) Avhich 
.Towett thus translates : " Education should be based upon three principles 
— the mean, the possible, the becoming, these three." The term "mean", 
used here in the ordinary Aristotelian sense, seems, as applied to element- 
ary education, to be equivalent to what Mr. F'orster called " a reasonable 
:unoant of instruction " : not confined to the three R's on the one hand, nor 
trenching on the domain of secondary education, on the other. This dis- 
tinctive English idea is quite different from that which prevails in America^, 
and these reports have a special interest as exemplifying it. 

Cloth, IGiTio, pp. 30S. T'rioe SS.OO. 



THE SCHOOL BULLETIX P l' BLKJATIOXS 

Prissian Sclools tiroil Americaii Eyes 

Mr. Parsons was school commissioner of Rensselaer county from lH8n 
to 1888, when he was made United States consul at Aix-la-Chapelle. Dur- 
ing his residence there he enjoyed special facilities and opportunities for 
information regarding the Prussian school system, and his report gives a 
detailed description of the plan of organization and the operation of the 
schools, which is here presented in a more compact form than any other 
which is available to American readers.— ^A'ew England Journal of Edu- 
cation. 

In short this small volume is the most complete and satisfactory account 
of Prussian elementary education now accessible to American teachers, and 
ought to be carefully studied. — TFiscowsm Journal of Education. 

It is scant praise to say that it is the best account ever written of what 
Prussian schools are and what they are doing, and it is certain to be the 
authority for many years to come.— Educational Courant. 

Any one desiring a sufficient and clear statement of just what Prussia 
is doing to educate the masses of her people will find it here. Everything 
pertaining to the organization, classification, and instruction of Prussian 
schools is put forth in clear light.— '9^^■o Educational Monthly. 

The r?port deals only with elementary education, and is of special 
worth because of the particularity with which it describes the system in 
use. The rigid and uniform practice in Prussia makes this possible, since 
the observer is not bothered by too much freedom of exercise on the part of 
the teacher. Seeing one school he sees all. — Atlantic Monthlij. 

There is much that is instructive and worth the earnest consideration 
of our State legislatures and our teachers of youth in Mr. James Russell 
Parsons's " Prussian Schools through American Eyes ". The Prussian ele- 
mentary school system is the oldest, and is generally admitted to be the 
best in Europe: Mr. Parsons shows pretty conclusively in his admirable 
report the marked inferiorities of the New York elementary system in com- 
parison with ii.—Xeiv England Magazine. 

This book is just what it claims to be. and for that reason helps to fill a 
want long felt by American teachers interested in European school systems. 
Its perusal cannot fail to be suggestive because of the many dilTerences that 
become apparent between Prussian and American schools. The report itself 
does not undertake such a comparison, except incidentally, but it neces- 
sarily takes place in the mind of anyone thoroughly accjuainted with our 
public school system. That the Prussian schools are superior to our own 
in many important respects is clear. The fact that the ungraded schools 
of Prussia compare very favorably with the graded schools is worthy of 
notice. The effect of the compulsory school law is encouraging to us. The 
different course of study for the common schools, the more professional 
character of the normal schools, and the longer tenure of office on the 
part of teachers, are all subjects of interest and political value to us.— i^. M. 
McMnr^'y, in Annals of the American Academy. 

Cloth, Svo, pp. 91, $1.00. 



■TRE SCHOOL BULLETIN PUBLICATIONS- 



Freicli Schools tlrouili American Eyes 

Students of education should insist that Mr. Parsons should undertake 
for En,<i;land, for Italy, for Austria, and for the Scandinavian countries what 
he has so admirably done for Prussia and France. His description of ele- 
mentary education in Prussia is well-known, and the present volume is in 
every way its eqasil.—Eduational Review. 

All students of the French system are grateful to you for your full state- 
ment. — Wm. T. Harris, LL.D., Commissioner of Education. 

Mr. Parsons s elaborate account will be full of interest to teachers, and 
an important addition to the library of educational works bearing Mr. Bar- 
deen's imprint. — Northern Christian Advocate. 

No one interested in the American school system should fail to study 
this exposition, altogether the clearest statement in English of just what 
these schools are (^.oing.—New England Journal of Education. 

It contains a great deal of detailed, specific information, unencumbered 
by idle speculation, and arranged with a clear sense of order. Mr. Parsons's 
observations, when he does make them, are those of a well-trained observer, 
and appear to be free from whims and parochial prejudice. — Atlantic 
Monthly. 

His report is surprising in the clearness and perspicuity of its state- 
ments, as well as in its completeness and comprehensiveness, and affords 
us valuable aid in determining our own procedure. * * * There is an 
immense amount of information about primary education, including sum- 
maries of laws, time-tables, courses of instruction, and statistics. — London 
Journal of Education. 

Mr. Parsons is a trained observer; he knows how to affix its value to 
what he sees. Taken in connection with the companion volume on the 
Prussian Schools and with that by Mr. Prince, named above, these three 
close studies make together the clearest, most thorough and accurate report 
we have ever had on what is doing in these schools. They may be relied on 
to open some eyes that are now shut, and, we hope, to break up that na- 
tional self-complaceiicy which has for many years been the most serious 
obstacle to the improvement of oar public schools and the public school 
system.— TAe Independent. 

Since Matthew Arnold's classical report on French Schools to the Eng- 
lish Parliament, there has been nothing better done than this. It is not, 
indeed, like Mr. Arnold's admirable work, laid out on literary lines; in form 
it follows that of most similar works: but so comprehensive, so well classi- 
fied a presentation of facts, with apt apprehension of values, and such 
clear insight into the principles which govern the several methods, has sel- 
dom, if ever before, been presented to the public. These are books which 
will reward every teacher's studj% and should be made the subject of thor- 
ough investigation by all legislators Avho have to do with the making of 
laws governing public education.— ^«?a/i^eZis^. 

Clotti, 8vo, Illustrated, pp, ISO. $1.00 



THE SCHOOL BULLETIN PUBLIVATIONS 

Tlie School Bulletin 

And New York State Educational Journal 

Established 1874 34 pages, 9x14 »1.00 a year 

The School Bulletin is one of the five oldest educational journals in 
America, and the only one of them that has been under the same ownership 
and management from the beyinning. Jt was the only American school 
journal which received the gold medal at the Paris Exposition of 1889; it 
received the highest award offered at the Chicago Exposition of 1893, the 
diploma pronouncing it "of the greatest interest and historical value to 
educators of all grades": and it received two gold medals at the Paris Ex- 
position of 1900. 

It is not filled with " methods " and spoon-food for young teachers who 
want their ideas ready-made, but appeals to superintendents, principals, and 
all teachers who regard their work as a vocation, and who want to look up- 
on it broadly and comprehensively. On questions at issue its views are al- 
ways frankly expressed, and a review of the educational history of New 
York since its establishment will show that it has almost invariably led in 
the sentiments that have finally prevailed. 

In the feature of educational news it has never had a rival. Its chroni- 
cles of what has happened in New York schools since its establishment are 
unmatched in educational literature, and it has taken note of whatever has 
happened in other States that involved general principles. It is abundantly 
illustrated, especially in portraits, of which 307 appeared in its 26th volume. 

Its Current Topics give a chronicle of what occurred during the preced- 
ing month with forcible terseness, and in a perspective that brings the ira- 
jiortant events clearly to the front, adding maps wherever necessary. For 
the instruction of classes in this branch, now commonly recognized as essen- 
tial, and for preparation for teachers examinations, the Current Topics as 
here presented have been declared to be the best anywhere to be found. In 
New Y'ork they are of especial value in preparation for the Uniform Exam- 
inations, as the Bulletin is issued on the first day of every vionih of the year 
(not for ten months only), and thus presents the news fresh and up to 
date. 

It publishes quarterly all the Uniform Examination questions and an- 
swers of the preceding month, with all the illustrations in drawing and 
other subjects. It publishes all the questions given at the examinations for 
State Certificates, the circulars and legal decisions issued by the Depart- 
ment of Public Instruction, and the circulars and news of the Regents of 
Uhe University, conducting Official Departments for both offices. 

It is therefore primarily an educational journal for New York teachers, 
and is meant to be a journal no New York teacher can afford to be without. 
But teachers in other States will find it of great service, both for the intrin- 
sic value of its contents, and for the vivid picture it gives of educational 
progress in the Empire State, 



■THE SCHOOL BULLETIN PUBLICATIONS- 



Books for Training Classes 

1. The Uniform Question Suj)plements, since 1894 (Nos. 5-10, 50 cts. each 
iu mauillii or $1.00 in cloth) give the training chvss questions and answers 
for each year as well a,s the uniform questions. These are also given in the 
separate volumes at 25 cts. each in American Historj^ Arithmetic, Art of 
Questioning and History of Education, Civil Government, Geography, 
Grammar, Methods and School Economy, Physiology, and School Law: and 
in Drawing. 1896 to 1899, 50 cts. in manilla or $1.00 in cloth. In many ways 
these questions and answers are an indispensable preparation. It would be 
well if every member of the class were required to own the Supplement for 
the preceding year. 

2. Current Topics may best be prepared bj' reading The School Bulletin, 
$1.00 a year, or 10 cents a number. For each examination the numbers for 
that month and for the two preceding months should be read. Any one who 
will take the trouble to compare the questions in Current Topics for the 
past ten years with the Current Topics given in the School Bulletin will be 
surprised to see not only how fully all the questions are answered, but also 
how little is given not called for in the questions. There has not been an 
examination in this subject that an intelligent per$'on could not pass after 
8pe)uiing an hour in reading the three preceding numbers of the School 
Bulletin. 

3. Williams's History of Education, %\.bO. This is the only book that 
meets the requirements, as it is the oi\ly one that gives the history of edu- 
cation in New York State, on which there are always questions. 

4. Bardeen's School Law, 50 cts. in manilla or $1.00 in cloth, is the only 
text-book on the subject published. 

5. Northam's Civil Government, 75 cts., is the only text-book published 
which gives at all adequately the civil government of New York State, on 
which most of the questions are based. 

6. Hendrick's History of the Empire State, 75 cts., was reported iu the 
last Regents" report to be used in 547 schools, while 7 other text-books were 
used altogether, in 7 schools. 

7. Bardeen's Geography of the Empire State, 7o cts., is the only text- 
book published or revised in recent years. 

8. -Curtiss's Ninety Lessons in Arithmetic, 50 cts., was prepared by E. 
Curtiss, the former inspector of training-classes, and Anna Egglestou 
Freedman, the most popular of all New York's institute conductors, ex- 
pressly for training class work. A new edition has just been issued. 

.9. Lester's Problems in Arithmetic, paper 25 cts., cloth 50 cts., was also 
prepared expressly for this work by a well-known principal, school com- 
missioner, Jind superintendent. 

10. Boat's Helps in English Grammar , paper 25 cts., cloth 50 cts., was 
also prepared in the class room for training class work. 




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